There is a need to clarify the diagnosis of school maladjustment. Previous research suggested the hypothesis that a high percentage of maladjusted school children would have cognitive-motor dysfunction predisposing to behavioral and learning disorders. Utilizing a new method that measures nine areas of cognitive-motor functioning to compare maladjusted and problem-free children, 40% of the maladjusted group showing dysfunction are clearly identified. Relationships of dysfunction to behavioral symptoms, IQ and learning are discussed. Implications for remediation are reported.
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