This longitudinal study used repeated measures analysis of variance (RM ANOVA) and latent growth curve modeling to examine behavior change in 228 elementary school students over grades 1, 2, and 3 who varied in risk status. Of particular interest were the developmental trajectories for behaviors along four dimensions as rated yearly by teachers on the Behavioral Assessment System for Children (BASC): externalizing problems, internalizing problems, school problems, and adaptive behavior. Children were initially classified at higher or lower risk based on their behavioral type as rated by teachers, with 150 lower risk children assigned from well adapted and average types, and 78 higher risk children assigned from the following types: disruptive behavior disorders, academic problems, mild disruptive problems, physical complaints/worry, and general problems-severe. Descriptive statistics revealed slight fluctuations in the BASC dimensions over the 3 years. The RM ANOVAs showed decreases in internalizing and externalizing problems between first and second grade. The trajectory for internalizing problems showed that scores decreased from the initial baseline in a nonlinear fashion, regardless of risk level. Adaptive skills ratings showed nonsignificant decreases over time, suggesting that students were viewed as less adaptable and studious over time. School problem ratings remained constant over time, with high risk students showing higher initial status scores and showing decreases over time. Limitations of the study included its small sample size and the classification system to group children in risk categories. (Contains 21 references.) (KB)