Kindergartners with behavioral problems do as well academically in elementary school as their peers and the brains of children with attention-deficit disorders develop normally but just more slowly than those of their peers, according to two new studies published today in separate journals. "I think these may become landmark findings, forcing us to ask whether these acting-out kinds of problems are secondary to the inappropriate maturity expectations that some educators place on young children as soon as they enter classrooms," said Sharon Landesman Ramey, Georgetown University Center on Health and Education director, who was not involved with either study.

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