New Perspectives on Children
Educators and psychologists have long feared that children entering school with behavior problems were doomed to fall behind in the upper grades. But two new studies suggest that those fears are exaggerated.
This article in the New York Times reports on developmental studies of children being published in two respected scientific journals. One study found that children with antisocial or disruptive behavior in kindergarten were not necessarily behind other children academically by the end of elementary school. The other study found that the brains of children with attention-deficit hyperactivity disorder (ADHD) developed in the same way but at a slower rate than the brains of children without the disorder.
The studies "could change the way scientists, teachers and parents understand and manage children who are disruptive or emotionally withdrawn in the early years of school."
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