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Abstract

Data from the Cycle III Health Examination Survey conducted by the National Center for Health Statistics provided the opportunity to examine the effect of conduct problems on cognitive development in a representative sample of the Nation's 12- to 17-yr.-olds. Conduct problems (school discipline, police contact, and arrest) and degree of parental supervision were the two factors in the analysis of covariance design with Intellectual Index (WISC Vocabulary plus Block Design) and Achievement Index (WRAT Reading plus Arithmetic) as outcome measures. Family background factors were controlled by covariation. White male youths with both in- and out-of-school problems performed less well on Intellectual and Achievement Indices. White girls with in-school problems also scored less well. Paradoxically high parental supervision was associated with lower achievement for these youths. Also for both white boys and girls, high parental supervision was associated with lower Intellectual Index scores.

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Conduct Problems,Parental Supervision,and Cognitive Development of 12- to 17-Year-Olds

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