Subgroups of Children With Severe and Mild Behavior Problems: Social Competence and Reading Achievement

Abstract

Compared social competence in six subgroups of kindergarten children, five with behavior problems—mild and severe attention/activity problems (attention), mild and severe conduct problems, and severe anxious/withdrawal (anxious)—and one nonbehavior problem subgroup (control). Results indicate that children from the mild behavior problem subgroups were significantly less at risk for peer problems than were children in the severe attention and conduct behavior problem groups. The control group demonstrated significantly higher reading achievement scores than the behavior problem groups, and there were no reading achievement differences among the behavior problem groups. The anxious subgroup was significantly less outgoing and initiating in their social skills than the control group, and they were less likely to be identified as popular. The severe externalizing subgroups (attention and conduct) were significantly more likely than controls to be rejected by their peers and had lower social skills. Results are discussed in terms of the social competence characteristics of subgroups of children with behavior problems.

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