Neurodevelopmental Assessment of Behaviorally Disordered Inner City Boys

Abstract

The purpose of this study was to assess the usefulness of a recently developed neurodevelopmental instrument (Pediatric Early Education Exam "PEEX") for evaluating inner city boys thought to be "hyperactive" by their teachers. Thirty-nine boys (age x = 102.5 months, sd = 11.9; IQ x = 98, sd = 10; 97%, black) were evaluated. No relationship was found between overflow movements and neurodevelopmental subtest performance, intelligence, or educational functioning. The development of laterality was positively related to success in reading (t = 2.21, p < 0.05). A sentence-copying task was related to success in reading (r = .38 p < 0.01). The ability to answer questions about complex sentences was related to mathematical success (r = .32 p < 0.05). A task involving the ability to follow verbal directions proved most sensitive to educational, intellectual, and social functioning.