A framework for assessment and treatment of language-learning disabled children with psychiatric disorders

Audet, Lisa R.; Hummel, Lauren J.

doi:10.1097/00011363-199009000-00007

Cited by 9 publications

(1 citation statement)

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“…More generally, these findings certainly underscore the importance of early and accurate detection of language deficits as a first step in limiting the risk for the later development or progression of behavioral problems. The differential prediction of expressive versus receptive language functions for different kinds of behavioral disruption also should serve to facilitate more precision in planning intervention programs (e.g., Audet & Hummell, 1990;Funk & Ruppert, 1984;Hummell & Prizant, 1993). These findings could be extended to include more precise measures of language functioning (e.g., pragmatics) as well as to children with language-based learning problems.…”

Section: Discussionmentioning

confidence: 99%

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

Hooper

Roberts²,

Zeisel³

et al. 2003

Behavioral Disorders

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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.

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Section: Discussionmentioning

confidence: 99%