Growth status, behavior and neuropsychological performance: a study of Brazilian school age children.
OBJECTIVE
To assess the association between child growth and teacher-reported behavior and academic standing, and neuropsychological performance.


METHODS
The heights of 344 public-school children were measured using standard procedures. Teachers were requested to complete two behavioral and one academic performance rating scales. Neuropsychological assessment consisted of the Edinburgh Handedness Inventory, the Steadiness Test and the Purdue Pegboard. Height-for-age z (HAZ) scores were calculated based on an international reference. Standard (z) scores for each factor of the first two behavioral rating scales and for each neuropsychological variable were computed for each child based on locally-derived norms.


RESULTS
HAZ scores were negatively correlated with factors related to hyperactivity, conduct problem, impulsivity and inattention of the behavioral rating scales. In addition, the lower the HAZ score the worse the academic performance.


CONCLUSIONS
These results add to the existing evidence indicating a strong association between growth status and child behavior and academic performance.
Brito
Gilberto N O
GN
Laboratorio de Neuropsicologia Clínica, Setor de Neurociencias, Departamento de Pediatria, Instituto Fernandes Figueira, FIOCRUZ, Rio de Janeiro, RJ, Brazil. ccsgnob@vm.uff.br
Onis
Mercedes de
Md
D000124:Achievement; D000367:Age Factors; D001827:Body Height; D001938:Brazil; D002648:Child; D002652:Child Behavior / Q000502:physiology / Q000523:psychology*; D002657:Child Development / Q000502:physiology*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D008297:Male; D009483:Neuropsychological Tests; D009752:Nutritional Status