Core Language Predictors of Behavioral Functioning in Early Elementary School Children: Concurrent and Longitudinal Findings

Autor/inn/en	Hooper, Stephen R.; Roberts, Joanne E.; Zeisel, Susan A.; Poe, Michele
Titel	Core Language Predictors of Behavioral Functioning in Early Elementary School Children: Concurrent and Longitudinal Findings
Quelle	In: Behavioral Disorders, 29 (2003) 1, S.10 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Elementary School Students; African American Children; Behavior Problems; Teacher Evaluation; Hyperactivity; Rating Scales; Memory; Receptive Language; Expressive Language; Kindergarten; Language Aptitude; Measures (Individuals); Longitudinal Studies; Low Income; Language Processing; Scores; Grade 2; Prediction + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Teacher appraisal; Lehrerbeurteilung; Hyperaktivität; Rating-Skala; Gedächtnis; Rezeptive Kommunikationsfähigkeit; Sprachbegabung; Spracheignung; Messdaten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Niedriglohn; Sprachverarbeitung; School year 02; 2. Schuljahr; Schuljahr 02; Vorhersage
Abstract	The authors examined (a) the extent to which kindergarten estimates of core language functions predicted teacher ratings of behavior problems in each of the child's first 4 years of elementary school and (b) the ability of core language measures to predict concurrent behavior problems at each of the early elementary school grades studied. Participants were 74 African American children who were recruited as infants into a longitudinal study of children's health and development. Sixty percent of the families were classified as low-income when the children entered kindergarten. Conduct problems and hyperactivity were assessed with the Conners' Teacher Rating Scale, core language functions with the Clinical Evaluation of Language Fundamentals-3 (CELF-3) and Peabody Picture Vocabulary Test-Revised (PPVT-R), and verbal working memory with the Competing Language Processing Task (CLPT). Results indicated that expressive and receptive language at kindergarten predicted teacher ratings of conduct problems, with increasing accuracy as children moved from kindergarten to third grade, particularly for receptive language. None of the early language measures predicted hyperactivity at any of the grades. Concurrent relationships, expressive language, conduct problems, and hyperactivity were stronger in second grade than in kindergarten, while lower scores in working memory predicted higher teacher-reported hyperactivity. These findings underscore the importance of core language functions in the prediction of behavior problems. (Contains 5 tables.) (Author).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10