Disentangling the impact of low cognitive ability and inattention on social behavior and peer relationships

Examined the shared and unique contributions of low cognitive ability and i nattention to the development of social behavior problems and peer relation ships 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 ass essments of peer relationships were collected at the end of first grade. Co gnitive ability and inattention both contributed to the prediction of socia l behavior and peer relationships. Low cognitive ability was particular pre dictive of prosocial skill deficits, and social behavior mediated the relat ion between cognitive ability and social preference. Inattention predicted both prosocial skill deficits and elevated aggressive-disruptive behavior p roblems. Behavior problems partially mediated the relation between inattent ion and social preference. Identified subgroups of children with elevated l evels of inattention or low cognitive ability showed different patterns of peer problems, with low acceptance characteristic of the low cognitive abil ity (only) group and high dislike ratings characteristic of the inattentive and inattentive/low-ability group. Implications are discussed for the desi gn of early intervention and prevention programs.