Growth retardation -as measured by low heightfor-age -during infancy and early childhood has been found to have a strong adverse effect on cognitive function in late childhood [1][2][3] . However, less is known about relationships between growth impairment and behavior and neuropsychological performance. In Brazil, to a large extent, research in child neuropsychology has been hindered by the lack of normative data for neurobehavioral assessment in children 4 . Earlier research of the first author has focused on the development of normative data for neuropsychological instruments used in the assessment of children in Brazil such as the Conners Abbreviated Teacher Rating Scale 5 , the Teacher Rating Scale-Brazil (TRS-B) 6 , the Edinburgh Handedness Inventory 7-8 , the Attention Deficit/Hyperactivity Disorder Teacher Rating Scale-Brazil (ADHD-DSM-IIIR-B) 9 , the Steadiness Test and the Purdue Pegboard 10 . The ABSTRACT -Aim: To assess the association between child growth and teacher-reported behavior and academic standing, and neuropsychological performance. Method: The heights of 344 public-school children were measured using standard procedures. Teachers were requested to complete two behavioral and one academic performance rating scales. Neuropsychological assessment consisted of the Edinburgh Handedness Inventory, the Steadiness Test and the Purdue Pegboard. Height-for-age z (HAZ) scores were calculated based on an international reference. Standard (z) scores for each factor of the first two behavioral rating scales and for each neuropsychological variable were computed for each child based on locally-derived norms. Results: HAZ scores were negatively correlated with factors related to hyperactivity, conduct problem, impulsivity and inattention of the behavioral rating scales. In addition, the lower the HAZ score the worse the academic performance. Conclusion: These results add to the existing evidence indicating a strong association between growth status and child behavior and academic performance.
GROWTH STATUS, BEHAVIOR AND NEUROPSYCHOLOGICAL PERFORMANCEKEY WORDS: child growth, hyperactivity, inattention, conduct problem, neurobehavior.Crescimento, comportamento e desempenho neuropsicológico: estudo de escolares brasileiros RESUMO -Objetivo: Examinar a associação entre crescimento, comportamento na sala de aula, rendimento acadêmico e desempenho neuropsicológico em escolares. Método: A estatura de 344 escolares da rede pú-blica de Niterói foi medida através de procedimentos padronizados. Os professores preencheram duas escalas de avaliação comportamental e uma escala de avaliação do rendimento acadêmico. O exame neuropsicológico incluiu o Inventário da Preferência Manual de Edimburgo, o Teste do Equilíbrio da Haste e a Prancha de Purdue. Escores padronizados da estatura para a idade (HAZ) foram calculados com base em referên-cia internacional. Escores padronizados (z) dos fatores das duas escalas de avaliação comportamental e das variáveis neuropsicológicas foram computados para cada criança com base em norm...