Problems of behaviour, reading and arithmetic: Assessments of comorbidity using the Strengths and Difficulties Questionnaire

Background. Estimates of academic underachievement among school children va ry widely, depending on the geographical location and on the criteria used to define attainment. Aim. To examine the relationship between behaviour problems and academic at tainment in a large UK primary school. Method. A school population (364 children from Years 3 to 6 inclusive) were assessed on a range of cognitive ability tasks. These included standardise d tests of reading, arithmetic and verbal and non-verbal intelligence, Unde rachievement was assessed using different criteria. To assess behaviour, te achers completed the Strengths and Difficulties Questionnaire (Goodman, 199 7) for each participating child. Finally, academic progress of a subset of children was assessed after one year. Results. Indicated a significant relationship between behaviour and academi c attainment; prosocial behaviour was positively correlated with reading an d arithmetic, hyperactivity and conduct problems were negatively correlated . This association was especially strong in the children rated by the quest ionnaire as hyperactive, where around 1 in 5 had a specific reading deficit . However, there was no evidence to indicate that children with behaviour p roblems made less academic progress over a one-year period relative to thei r peers. Conclusion. The study highlights the importance of assessing both cognitive skills and behaviour, particularly when planning the educational managemen t of children with reading difficulties.