Abstract
Examined the developmental correlates and predictors of conduct problems in children who made the transition from preschool to kindergarten. Measures of social competence, self-control, and vocabulary ability were assessed in 79 children (4 to 5 years of age) and related to teacher ratings of impulsive-aggressive problem behavior assessed concurrently and 1 year later. Boys with high behavior-problem scores performed more impulsively on a delay-of-gratification task, responded more aggressively to hypothetical peer-conflict situations, and received more negative peer nominations than others. Conduct problems in girls were associated with motor impulsivity and low vocabulary scores (suggesting a co-occurring pattern of developmental immaturity) and with measures of both positive and negative peer status.
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