Predictive power of peer behavioral assessment for subsequent maladjustment in community samples of disruptive and nondisruptive children

In a prospective, longitudinal study with community samples of disruptive a nd nondisruptive children, the predictive relations between peer-assessed d imensions of behavioral reputation in elementary school and teacher-rated b ehavioral adjustment and lest scores of academic achievement were examined over a 4-year period. The Revised Class Play (RCP), a social role matching instrument completed by students about their classmates, was used to assess behavioral dimensions of children's peer reputation at baseline. Regressio n analyses showed that the RCP dimensions of aggressive-disruptive, sensiti ve-isolated, and social etiquette were the best predictors of later teacher -rated externalizing problems, internalizing problems, and subsequent adapt ive skills respectively. Only IQ predicted later academic achievement. When IQ and disruptive / nondisruptive group st at us were added to each regres sion equation they further contributed as significant predictors. When pare nt and teacher ratings of behavior problems at baseline were entered jointl y with RCP dimensions into regression equations, the peer dimensions furthe r explained outcome variance. Additive effects of the RCP dimensions were f ound only for the externalizing problems outcome. Disruptive children with mild levels of aggressive behavior and high levels of sensitive-isolated be havior had less externalizing problems at outcome. A comparison of the diff erence between disruptive and nondisruptive groups in the relationship of b aseline RCP scores to leacher outcomes showed no difference between groups. suggesting that the groups did not depart appreciably from their initial d ifferences relative to each other over time.