Article2017

Profiles of Problem Behavior in Children With Varying Language Ability

29 citations0/0 files storedJournal of Emotional and Behavioral Disorders

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Behavioral and Psychological Studies Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development

Abstract

The purpose of this study was to explore the relationships between language behavior in students with or at risk of emotional and behavioral disorders. School-age students in K-4 grades ( N = 300, 76% male) were sampled across three school districts. Students were grouped based on oral language ability and measured on teacher-rated subscales of problem behavior and direct observation of classroom behavior. Profile analyses revealed that language ability was associated with direct observation measures of classroom behaviors. Lower language was associated with higher rates of aggression, and higher language was associated with higher rates of academic engagement. Incongruent results relative to teacher-rated and directly observed behavior, limitations, and implications for future research are discussed.

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References

2007School readiness and later achievement.2001Manual for ASEBA School-Age Forms & Profiles 2008Education and Treatment of Children 2012Woodcock-Johnson III Tests of Achievement 2008Woodcock‐Johnson III Tests of Achievement 2012Developmental Origins of Aggression 2012Emotional and behavioural outcomes later in childhood and adolescence for children with specific language impairments: meta‐analyses of controlled prospective studies 1995A multiple option observation system for experimental studies: MOOSES

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