Disentangling the Impact of Low Cognitive Ability and Inattention on Social Behavior and Peer Relationships. Conduct Problems Prevention Re Search Group

Overview

Journal J Clin Child Psychol

Specialties Pediatrics
Psychology

Date 2000 Feb 29

PMID 10693033

Citations 27

Authors

C J Bellanti

K L Bierman

Affiliations

Soon will be listed here.

Abstract

Examined the shared and unique contributions of low cognitive ability and inattention to the development of social behavior problems and peer relationships of children at the time of school entry. Kindergarten and first-grade assessments of cognitive ability, inattention and prosocial and aggressive behavior were collected for a multisite, normative sample. Sociometric assessments of peer relationships were collected at the end of first grade. Cognitive ability and inattention both contributed to the prediction of social behavior and peer relationships. Low cognitive ability was particularly predictive of prosocial skill deficits, and social behavior mediated the relation between cognitive ability and social preference. Inattention predicted both prosocial skill deficits and elevated aggressive-disruptive behavior problems. Behavior problems partially mediated the relation between inattention and social preference. Identified subgroups of children with elevated levels of inattention or low cognitive ability showed different patterns of peer problems, with low acceptance characteristic of the low cognitive ability (only) group and high dislike ratings characteristic of the inattentive and inattentive/low-ability group. Implications are discussed for the design of early intervention and prevention programs.

Citing Articles

Relationship Between Direct Aggression and Prosocial Behavior: The Role of Attention and Intelligence Among Children at Risk for Behavioral Problems.

Chiodi S, Lucio P, Ilari B, Germano N, Cogo-Moreira H, Bortz G Child Psychiatry Hum Dev. 2024; .

PMID: 39152273 DOI: 10.1007/s10578-024-01738-7.

Cognitive dysfunction in pediatric systemic lupus erythematosus: current knowledge and future directions.

Kammeyer R, Ogbu E, Cooper J, Stolz E, Piquet A, Fuhlbrigge R Child Neuropsychol. 2023; 30(5):818-846.

PMID: 37902575 PMC: 11058121. DOI: 10.1080/09297049.2023.2273573.

Trajectories of cognitive flexibility through kindergarten and first grade: Implications for externalizing and internalizing behavior problems in the second grade.

Patwardhan I, Gordon C, Mason W Dev Psychol. 2023; 59(10):1794-1806.

PMID: 37768615 PMC: 10544856. DOI: 10.1037/dev0001597.

Maternal Hyperglycemia in Pregnancy and Offspring Internalizing and Externalizing Behaviors.

Faleschini S, Doyon M, Arguin M, Lepage J, Tiemeier H, Van Lieshout R Matern Child Health J. 2023; 27(10):1765-1773.

PMID: 37296332 DOI: 10.1007/s10995-023-03706-4.

Which Children are Frequently Victimized in U.S. Elementary Schools? Population-based Estimates.

Morgan P, Woods A, Wang Y, Farkas G, Oh Y, Hillemeier M School Ment Health. 2023; 14(4):1011-1023.

PMID: 37124239 PMC: 10137960. DOI: 10.1007/s12310-022-09520-7.

References

Kellam S, Wheeler L . Effect of first-grade classroom environment on shy behavior, aggressive behavior, and concentration problems. Am J Community Psychol. 1991; 19(4):585-602. DOI: 10.1007/BF00937993. View

Pope A, Bierman K . Predicting adolescent peer problems and antisocial activities: the relative roles of aggression and dysregulation. Dev Psychol. 1999; 35(2):335-46. DOI: 10.1037//0012-1649.35.2.335. View

Guralnick M, Groom J . The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed playgroups. Child Dev. 1987; 58(6):1556-72. DOI: 10.1111/j.1467-8624.1987.tb03866.x. View

Parker J, Asher S . Peer relations and later personal adjustment: are low-accepted children at risk?. Psychol Bull. 1987; 102(3):357-89. DOI: 10.1037//0033-2909.102.3.357. View

Bierman K, Miller C, Stabb S . Improving the social behavior and peer acceptance of rejected boys: effects of social skill training with instructions and prohibitions. J Consult Clin Psychol. 1987; 55(2):194-200. DOI: 10.1037//0022-006x.55.2.194. View

Baron R, Kenny D . The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. J Pers Soc Psychol. 1986; 51(6):1173-82. DOI: 10.1037//0022-3514.51.6.1173. View

Gottlieb B, Gottlieb J, Berkell D, Levy L . Sociometric status and solitary play of LD boys and girls. J Learn Disabil. 1986; 19(10):619-22. DOI: 10.1177/002221948601901008. View

McConaughy S, Ritter D . Social competence and behavioral problems of learning disabled boys aged 6-11. J Learn Disabil. 1986; 19(1):39-45. DOI: 10.1177/002221948601900109. View

Guralnick M, Groom J . Correlates of peer-related social competence of developmentally delayed preschool children. Am J Ment Defic. 1985; 90(2):140-50. View

10.

La Greca A . Social behavior and social perception in learning-disabled children: a review with implications for social skills training. J Pediatr Psychol. 1981; 6(4):395-416. DOI: 10.1093/jpepsy/6.4.395. View

11.

Dodge K, Newman J . Biased decision-making processes in aggressive boys. J Abnorm Psychol. 1981; 90(4):375-9. DOI: 10.1037//0021-843x.90.4.375. View

12.

McMichael P . Reading difficulties, behavior, and social status. J Educ Psychol. 1980; 72(1):76-86. View

13.

Nabuzoka D, Smith P . Sociometric status and social behaviour of children with and without learning difficulties. J Child Psychol Psychiatry. 1993; 34(8):1435-48. DOI: 10.1111/j.1469-7610.1993.tb02101.x. View

14.

Barkley R . A critique of current diagnostic criteria for attention deficit hyperactivity disorder: clinical and research implications. J Dev Behav Pediatr. 1990; 11(6):343-52. View

15.

Stormshak E, Bierman K . The implications of different developmental patterns of disruptive behavior problems for school adjustment. Conduct Problems Prevention Research Group. Dev Psychopathol. 1998; 10(3):451-67. PMC: 2762115. DOI: 10.1017/s0954579498001692. View

16.

Sandler A, Hooper S, Watson T, Coleman W, Footo M, Levine M . Talkative children: verbal fluency as a marker for problematic peer relationships in clinic-referred children with attention deficits. Percept Mot Skills. 1993; 76(3 Pt 1):943-51. DOI: 10.2466/pms.1993.76.3.943. View

17.

Bierman K, Smoot D, Aumiller K . Characteristics of aggressive-rejected, aggressive (nonrejected), and rejected (nonaggressive) boys. Child Dev. 1993; 64(1):139-51. View

18.

Fabes R, Eisenberg N . Young children's coping with interpersonal anger. Child Dev. 1992; 63(1):116-28. View

19.

Kopp C, Baker B, Brown K . Social skills and their correlates: preschoolers with developmental delays. Am J Ment Retard. 1992; 96(4):357-66. View