Cognitive Risk and Its Association With Risk for Disruptive Behavior Disorder in Preschoolers

Abstract Examined the relation between intellectual functioning and risk for disruptive behavior disorders in a sample of 82 preschoolers. Specific cognitive dimensions—verbal, visuospatial, and executive functioning—were examined in relation to specific aspects of socioemotional functioning known to be problematic for behavior-problem children (i.e., labeling emotions and behavioral control). Difficulties in verbal and visuospatial dimension scores were associated with being above average in behavioral difficulty. Behavioral risk was associated with greater difficulty in behavioral regulation but not with difficulty in emotion accuracy. Verbal skills contributed to the prediction of emotion accuracy, and executive function skills were predictive of behavioral control. The findings are discussed in terms of the developmental aspects of relations between specific cognitive skills, specific difficulties in socioemotional functioning, and the risk for disruptive behavior disorders.