Correlates of sociometric status in school children in Buenos Aires

Teacher ratings on Spanish translations of the Comprehensive Behavior Rating Scale for Children and peer nominations were obtained for 110 school children (42 boys and 68 girls) in grades 2-5 at a public elementary school in Buenos Aires. Nominations of "likes best" were negatively correlated with language processing deficits, attention problems, and sluggish tempo as rated by both teachers and peers, and positively correlated with teacher ratings of social competence, for both boys and girls. The reverse pattern was found for nominations of "likes least." Children were assigned to sociometric status groups of popular (n = 27), rejected (n = 28), neglected (n = 7) controversial (n = 11), and average (n = 37) based on number of LL and LB nominations. Rejected and popular children could be differentiated by teacher and peer ratings of linguistic information processing deficits, inattention, and sluggish tempo. Behavioral characteristics of motor hyperactivity, impulsivity, and aggression were significantly associated with being male but did not differ by sociometric status group.