Bidirectional Relationship between Language Skills and Behavior Problems in Preschool Children from Low-Income Families

Autor/inn/en	Bichay-Awadalla, Krystal; Qi, Cathy Huaqing; Bulotsky-Shearer, Rebecca J.; Carta, Judith J.
Titel	Bidirectional Relationship between Language Skills and Behavior Problems in Preschool Children from Low-Income Families
Quelle	In: Journal of Emotional and Behavioral Disorders, 28 (2020) 2, S.114-128 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bichay-Awadalla, Krystal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426619853535
Schlagwörter	Language Skills; Low Income Groups; Receptive Language; Expressive Language; Behavior Problems; Correlation; Longitudinal Studies; Preschool Children; Preschool Education; Disadvantaged Youth; Child Behavior; Check Lists; Intervention; Prevention; Structural Equation Models; Language Acquisition; Language Impairments; Preschool Language Scale; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Rezeptive Kommunikationsfähigkeit; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Checkliste; Prävention; Vorbeugung; Sprachaneignung; Spracherwerb; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	The purpose of this study was to examine the longitudinal, bidirectional relationship between language skills and behavior problems in a sample of 194 preschool children enrolled in Head Start programs. Children were individually assessed using the "Preschool Language Scale-5," and teachers completed the "Child Behavior Checklist-Teacher Report 1½-5." Cross-lagged path models using a structural equation modeling approach tested the reciprocal associations between language skills and behavior problems over the preschool year. Findings supported a bidirectional relationship between internalizing behavior problems and expressive language skills. However, findings supported a unidirectional association between early receptive language skills and later internalizing behavior problems. Gender moderated the relationship between receptive and expressive language skills and internalizing behavior problems in such a way that the association was only significant for girls. Implications for early intervention and prevention efforts targeting language development and behavior problems were discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01