A significant discrepancy between intelligence and daily adaptive functioning, or adaptivedisability (AD), has been previously found to be a associated with significant psychologicalmorbidity in preschool children with disruptive behavior (DB). The utility of AD as a predictor oflater developmental risks was examined in a 3-year longitudinal study of normal ( N=43) and DB preschool children. The DB children were grouped into those with AD (DB+AD; N = 28) and those without AD (DB-only; N = 98). All children werefollowed with annual evaluations to the end of second grade. Both DB groups demonstratedsubstantial and pervasive psychological and educational morbidity at 3-year follow-up. Incomparison to DB-only children, DB+AD children had more symptoms of attention-deficithyperactivity disorder (ADHD) and conduct disorder (CD), more severe and pervasive behaviorproblems at home, more parent-rated externalizing and internalizing, and lower academiccompetence and more behavioral problems at school. Parents of DB+AD children also reportedgreater parenting stress than did parents in the other groups. A significant contribution of AD toadverse outcomes in the DB group remained on some measures even after controlling for initialseverity of DB. AD also contributed significantly to CD symptoms at follow-up after controllingfor initial DB severity and initial CD symptoms. The results corroborate and extend earlierfindings of the utility of AD as a risk indicator above severity of DB alone. They also imply thatAD in the context of normal intellectual development may arise from both the deficientself-regulation associated with ADHD and from disrupted parenting, with exposure tokindergarten moderating these adverse effects.