This study examined motor, academic, and behavioral performance of 38 nine-year-old Australian children who had been described as biologically "at-risk" from neonatal conditions. In addition to individual tests taken by subjects, school progress questionnaires were administered to teachers and parents. Subjects were found to require a greater amount of special education assistance than their classmates, and teachers rated them as having significantly more difficulty concentrating and following directions. Writing problems were also prevalent. Results indicated a need for attention to be given in areas of potential difficulty for these children and for specific teaching strategies to be learned to compensate for concentration and attention deficits which may be present. Since the"at-risk" category is quite broad, it is suggested that future research differentiate socioeconomic factors influencing the child's development in addition to neonatal impairments. Contains 22 references. (PB)