Developing Relationships between Language and Behaviour in Preschool Children from the Early Language in Victoria Study: Implications for Intervention

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Autor/inn/en	Bretherton, Lesley; Prior, Margot; Bavin, Edith; Cini, Eileen; Eadie, Patricia; Reilly, Sheena
Titel	Developing Relationships between Language and Behaviour in Preschool Children from the Early Language in Victoria Study: Implications for Intervention
Quelle	In: Emotional & Behavioural Difficulties, 19 (2014) 1, S.7-27 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2013.854956
Schlagwörter	Social Development; Emotional Development; Mothers; Parent Child Relationship; Child Language; Verbal Ability; Preschool Children; Foreign Countries; Educational Attainment; Vocabulary; Role; Gender Differences; Intelligence Quotient; Language Impairments; Behavior Problems; Correlation; Questionnaires; Emotional Disturbances; Socioeconomic Status; Longitudinal Studies; Epidemiology; Hyperactivity; Anxiety; At Risk Persons; Peer Relationship; Check Lists; Toddlers; Nonverbal Ability; Statistical Analysis; Expressive Language; Measures (Individuals); Language Skills; Australia; Communication and Symbolic Behavior Scales; Clinical Evaluation of Language Fundamentals; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; 'Children''s language'; Kindersprache; Mündliche Leistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Bildungsabschluss; Bildungsgut; Wortschatz; Rollen; Geschlechterkonflikt; Intelligenzquotient; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Korrelation; Fragebogen; Gefühlsstörung; Socio-economic status; Sozioökonomischer Status; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Epidemiologie; Hyperaktivität; Angst; Risikogruppe; Peer-Beziehungen; Checkliste; Infant; Infants; Toddler; Kleinkind; Statistische Analyse; Messdaten; Language skill; Sprachkompetenz; Australien
Abstract	Following a biopsychosocial model, the study investigated the role of child factors (gender, IQ), maternal factors (psychological distress, maternal education and vocabulary, maternal distress) and environmental factors (SES) in the relationship between language impairment and behaviour problems in preschool children. Participants were drawn from the Early Language in Victoria Study (ELVS) a prospective, longitudinal study examining the epidemiology and natural history of language impairment. The study reports on 1257 participants from the ELVS who completed questionnaires at 2 and 4 years and also completed face-to-face assessments at 4 years of age. Information was collected on child language, non-verbal cognition and social-emotional development; maternal vocabulary, maternal psychological distress and parent--child interaction; and SES. This study showed that language impairment is specifically associated with hyperactivity and peer problems but not anxiety and conduct problems at the preschool stage. Children with language impairment were at a higher risk for clinical levels of 'abnormal' behaviour which could lead to a psychiatric diagnosis than typically developing children. An examination of biopsychosocial variables associated with language and behaviour revealed that although language ability was a predictor of behaviour at both 2 years and 4 years of age, maternal distress was a stronger predictor of behaviour, with the association stronger for boys than for girls. Early intervention directed to children, especially boys, with language impairment deserves further attention, especially during the preschool period, in order to ameliorate the impact of language impairment on peer relationships and disruptive behaviour in later school years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10