Aim: To evaluate the long term impact of teacher's report of behavior difficulties in children aged 3.5 years.
Method: Teachers assessed behavior and attention difficulties in 2054 children by questionnaire; reading performance, and behavior and attention difficulties were re-assessed in 695 of these children at second grade (7-8 years).
Results: Reading delay was not significantly associated with behavior and attention assessment at 3.5 years. Children with behavior problems according to the teacher were most often different at 3.5 years and at 7-8 years.
Conclusion: Reading delay at second grade was not related to teacher's report of behavior problems at 3.5 years of age in this french longitudinal school study. These observations are discussed in relation to DSM-IV criteria of disruptive behavior and attention deficit in children.
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| http://dx.doi.org/10.1016/j.arcped.2006.10.022 | DOI Listing |
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