The adjustment and competence patterns of boys with conduct disorders were investigated using a developmental approach to psychopathology. The sample consisted of 438 boys divided into two matched subgroups: boys with and without conduct disorders. In each subgroup, three age groups were defined. The Conners Abbreviated Symptom Questionnaire and the Aggressive Behavior Scale assessed the self management level of each child. The Classroom Behavior Inventory was used to assess the levels of competence, and Teacher Adjustment Ratings provided global ratings for the children's classroom situation. The results demonstrated that boys with conduct disorders are distinctive from their control peers on several aspects of social adjustment and academic competence, even at the first stages of their academic experience. The significant maturational change that occurred in the older age groups, of boys without conduct disorders, was not evident in the conduct disordered group, suggesting a developmental arrest in the abilities for controlling and inhibiting behavior. The academic distinction was evident through adolescence, although different developmental processes were demonstrated in the social aspects. The implications for theoretical understanding of the developmental aspects of the syndrome, family perspectives, and psychological interventions in the school are discussed. (Author/CL)]