Behavioral and Developmental Characteristics of Aggressive, Hyperactive and Aggressive-Hyperactive Boys

Abstract

Aggressive and hyperactive behaviors were examined in a large sample of 7-year-old children from Dunedin, New Zealand. Using questionnaire data obtained from parents and teachers, children with “pure” and mixed forms of behavior problems were identified. A study was made of boys described as aggressive-only, hyperactive-only, and aggressive-hyperactive, with the remainder of the sample as a comparison group, on both behavioral and developmental measures. The results indicated that while “pure” aggressiveness did not appear to be associated with impaired cognition, hyperactivity was associated with a more general, long-term, cognitive deficit. There was a significant association between specific reading retardation and aggressive-hyperactive behavior. Pure aggressive behavior tended to be more situation-specific than hyperactive behavior. At 2-year follow-up, most boys were still reported to have high levels of problem behavior. The hyperactive boys also had a poorer view of their ability. Differences were noted among the problem groups in the self-report of problem behaviors.