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Behaviour–emotional characteristics of primary‐school children rated as having language problems

Astri Johansen Lundervold · Mikael Heimann · Terje Manger

35 citations0/0 files storedBritish Journal of Educational Psychology

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Language Development and Disorders Child and Adolescent Psychosocial and Emotional Development Developmental and Educational Neuropsychology

Abstract

BACKGROUND: Primary-school teachers are expected to detect problems related to language function, but the teachers' evaluations may be heavily influenced by gender and classroom behaviour. AIM: To investigate the relationship between language problems (LPs) and behaviour-emotional problems as rated by primary-school teachers. METHODS: All participants participated in a population-based study, the Bergen Child Study (BCS). Teachers of 9,072 children and parents of 6,234 children completed forms containing questions pertaining to language function and the strengths and difficulties questionnaire (SDQ) to screen for behaviour-emotional problems. LP was defined as a score above the 95th percentile on the sum score of five language items. Children achieving a total SDQ score above the 90th percentile were defined as high scorers, indicating a high risk for behavioural-emotional problems. RESULTS: Based on teacher reports, 540 children were defined as having LP, more boys (N=366) than girls. Children defined as having LP were reported to have significantly higher scores on all SDQ subscales, and a higher total difficulty score than children without language problems (NLP). More LP boys than LP girls were defined as high scorers on the SDQ, with the highest effect size on the hyperactivity-inattention subscore. The agreement between teachers and parents was moderate to low, with the highest consensus of behaviour-emotional problems in children with LP. CONCLUSIONS: Primary-school children defined as having LP according to their teachers are frequently characterized by behavioural-emotional problems. Further assessment is warranted for primary-school children defined as having LP by their teachers.

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References

1997The Strengths and Difficulties Questionnaire: A Research Note 2001Psychometric Properties of the Strengths and Difficulties Questionnaire 1987Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity.1999The Extended Version of the Strengths and Difficulties Questionnaire as a Guide to Child Psychiatric Caseness and Consequent Burden 2000The Development and Well-Being Assessment: Description and Initial Validation of an Integrated Assessment of Child and Adolescent Psychopathology 2002Males on the life-course-persistent and adolescence-limited antisocial pathways: Follow-up at age 26 years 1999Comparing the Strengths and Difficulties Questionnaire and the Child Behavior Checklist: Is Small Beautiful?1974Manual for the Wechsler intelligence scale for children

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