A two-year longitudinal study of neuropsychological and cognitive performance in relation to behavioral problems and competencies in elementary school children

Despite interest in early neuropsychological status as a possible contribut or to children's behavioral development, prospective longitudinal investiga tions of neuropsychological measures in relation to later behavioral outcom es in childhood are few. A 2-year longitudinal study in a nonselected child hood sample is reported. The study tested the influence of early neuropsych ological performance (verbal fluency, mental inhibitory control, and visual spatial ability) on later childhood behavioral problems and social compete ncy. Regular education children (n = 235) were assessed at three time point s 1 year apart. To control for autocorrelation of outcome measures, Time 1 behavior was partialed while testing the effects of Time 1 neuropsychologic al scores on Time 3 outcome. To control for autocorrelation of neuropsychol ogical scores, Time 2 scores were partialed while testing the predictive ef fect of Time 1 scores on Time 3 outcome. Both sets of regression models sug gested modest but statistically significant effects for inhibitory control and verbal fluency, but not IQ, reading, or visual spatial ability, on beha vioral outcome. Study results are consistent with a modest causal effect of selected neuropsychological skills on later behavioral adjustment. The fin dings support theories that implicate subtle neuropsychological dysfunction in the development of behavioral problems in childhood.