title: The impact of early behavior disturbances on academic achievement in high school.
abstract: BACKGROUND
  Previous research has indicated that childhood behavioral disturbances predict lower scores on academic tests and curtail educational attainment. It is unknown which types of childhood behavioral problems are most likely to predict these outcomes.
  
  
  METHODS
  An ethnically diverse cohort was assessed at 6 years of age for behavioral problems and IQ and at 17 years of age for academic achievement in math and reading. Of the original cohort of 823 children, 693 (84%) had complete data. Multiple regressions were used to estimate associations of attention and internalizing and externalizing problems at age 6 and with math and reading achievement at age 17, adjusting for IQ and indicators of family socioeconomic status.
  
  
  RESULTS
  Adjusting for IQ, inner-city community, and maternal education and marital status, teacher ratings of attention, internalizing behavior, and externalizing problems at age 6 significantly predict math and reading achievement at age 17. When types of problems are examined simultaneously, attention problems predict math and reading achievement with little attenuation, whereas the influence of externalizing and internalizing problems is materially reduced and not significant.
  
  
  CONCLUSIONS
  Interventions that target attention problems at school entry should be tested as a potential avenue for improving educational achievement.
authors.affiliation: Department of Internal Medicine, University of California, Davis, California, USA. jabreslau@ucdavis.edu
authors.forename: Joshua
authors.initials: J
authors.lastname: Breslau
authors.forename: Elizabeth
authors.initials: E
authors.lastname: Miller
authors.forename: Naomi
authors.initials: N
authors.lastname: Breslau
authors.forename: Kipling
authors.initials: K
authors.lastname: Bohnert
authors.forename: Victoria
authors.initials: V
authors.lastname: Lucia
authors.forename: Julie
authors.initials: J
authors.lastname: Schweitzer
mesh_terms: D000124:Achievement; D000293:Adolescent; D001288:Attention; D001289:Attention Deficit Disorder with Hyperactivity / Q000453:epidemiology / Q000523:psychology*; D015984:Causality; D002648:Child; D002653:Child Behavior Disorders / Q000453:epidemiology / Q000523:psychology*; D015331:Cohort Studies; D003430:Cross-Sectional Studies; D005260:Female; D006801:Humans; D007230:Infant, Low Birth Weight / Q000523:psychology; D007231:Infant, Newborn; D007360:Intelligence; D007389:Internal-External Control; D008137:Longitudinal Studies; D008297:Male; D008433:Mathematics; D008824:Michigan; D011932:Reading; D012307:Risk Factors; D012923:Social Class; D012931:Social Environment; D013223:Statistics as Topic