Associations between expressive and receptive language and internalizing and externalizing behaviours in a community‐based prospective study of slow‐to‐talk toddlers

Conway, Laura; Levickis, Penny; Mensah, Fiona; McKean, Cristina; Smith, Kylie; Reilly, Sheena

doi:10.1111/1460-6984.12320

Cited by 18 publications

(18 citation statements)

References 38 publications

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“…Children of depressed mothers [24] or adolescents that have experienced parental differential treatments [25], children and adults from persistent or concordant drinking parents [26], children that have low receptive language skills [27] and children and adults from polygamous family backgrounds [28] are at a high risk of exhibiting externalizing behavior. Adolescence deviant peer group affiliations [29], adolescents with tattooing and body piercing [30], those having history or profile of jailed parents [31] and those that had remained impervious to behavioral corrections are at a high risk.…”

Section: Introductionmentioning

confidence: 99%

Statistical analysis of childhood and early adolescent externalizing behaviors in a middle low income country

Bishop

Okagbue

Odukoya

2020

Heliyon

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The article show the pattern of externalizing behavior across age, gender, school type, and school level, with reference to aggression, delinquency, and hyperactivity. The study samples were primary school pupils and secondary school students from three selected Local Government Areas (LGA) in Ogun State, Nigeria [Ado-Odo/ Ota, Ifo, and Yewa South]. Their ages ranged from 10 to 20 years. The student/pupil sample was 1770 in all. The instrument used was an adapted version of Achenbach's child behavior checklist and youth self-report. Basic descriptive statistics like frequency, percentage, mean, standard deviation, as well as non-parametric statistics like Phi-coefficient, Chi-square, Goodman and Kruskal's gamma, Mann Whitney U test and Kruskal Wallis H test were utilized. Inferential parametric statistics like Pearson r, analysis of variance and simple regression were also utilized. Four major findings were reported. Firstly, the private schools irrespective of age, gender and level, scored higher than the public school in aggression, delinquency, and hyperactivity. Secondly, aggression is higher in secondary schools, while delinquency and hyperactivity are more prevalent in primary schools. Thirdly, school level and school type are the strongest predictors of externalizing behavior. Lastly, correspondence analysis showed a similar behavioral pattern for the three behaviors and three distinct behavioral patterns. i). Respondents aged 10 and below and those in primary schools (ii). Male, public and between 16 and 20. iii). Private, secondary, female and between 11 and 15. Implications of the study are discussed.

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Section: Introductionmentioning

confidence: 99%

Statistical analysis of childhood and early adolescent externalizing behaviors in a middle low income country

Bishop

Okagbue

Odukoya

2020

Heliyon

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“…Note that receptive and expressive vocabulary measures tend to be moderately to highly correlated (e.g. Conway et al, 2017). At age 10 children in BCS70 completed the Shortened Edinburgh Reading Test, a test of word recognition (Godfrey Thompson Unit, 1978), and at age 11 MCS children completed the BAS II Verbal Similarities, which measures 'crystallised intelligence' (Elliott, 1996).…”

Section: Additional Controlsmentioning

confidence: 99%

The relationship between child behaviour problems at school entrance and teenage vocabulary acquisition: A comparison of two generations of British children born 30 years apart

Parsons¹,

Sullivan²,

Moulton³

et al. 2021

British Educational Res J

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Behaviour problems in early childhood have a lasting impact on cognitive development and education attainment in later adolescence and into adulthood. Here we address the relationship conduct and hyperactivity problems at school entrance, and vocabulary acquisition in adolescence. We compare performance in identical assessments across two generations of British children born 30 years apart in 1970 (n = 15,676) and 2000/2 (n = 16,628) and find that both conduct and hyperactivity problems have a negative association with later vocabulary in both generations. We take advantage of rich longitudinal birth cohort data and establish that these relationships hold once family socioeconomic status and a child's personal characteristics and earlier vocabulary acquisition are taken into account. We also find that teenagers today achieved substantively lower scores in the vocabulary assessment compared to their counterparts born 30 years earlier, and that this holds across all categories within each of the family and individual characteristics considered in this article. As vocabulary and language skills are key prerequisites for wider learning, we discuss implications the findings have for education policies.

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“…Specifically, Bichay-Awadalla et al (2019) found significant negative relations between early expressive and receptive language skills and later internalizing behaviors in preschool children enrolled in Head Start programs. In another community-based sample of children who were slow to talk, lower receptive language abilities were found to be associated with higher levels of internalizing behaviors, and lower receptive language scores were linked to higher levels of externalizing behaviors among children with very poor receptive language skills (Conway et al, 2017). Similarly, delayed expressive language skills were positively associated with externalizing behaviors in preschool children (Horwitz et al, 2003).…”

Section: Language Skills and Behavior Problemsmentioning

confidence: 99%

A Longitudinal Examination of Language Skills, Social Skills, and Behavior Problems of Preschool Children From Low-Income Families

Davis

2020

Topics in Early Childhood Special Education

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We examined the relations between language skills and behavior problems and whether social skills mediated these relations among preschool children enrolled in Head Start programs. Participants included 242 preschool children and their parents in Head Start programs. Over a 2-year period, parents and teachers reported children’s behavior problems using the Child Behavior Checklist Ages 1½-5, and social skills using the Social Skills Improvement System-Rating Scales. Children’s expressive and receptive language skills were assessed individually using the Preschool Language Scale-5. Results suggested that children’s early receptive language predicted later teacher-reported child internalizing and externalizing behaviors. Social skills did not mediate associations between language skills and parent- or teacher-reported child behavior problems.

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Associations between expressive and receptive language and internalizing and externalizing behaviours in a community‐based prospective study of slow‐to‐talk toddlers

Cited by 18 publications

References 38 publications

Statistical analysis of childhood and early adolescent externalizing behaviors in a middle low income country

Statistical analysis of childhood and early adolescent externalizing behaviors in a middle low income country

The relationship between child behaviour problems at school entrance and teenage vocabulary acquisition: A comparison of two generations of British children born 30 years apart

A Longitudinal Examination of Language Skills, Social Skills, and Behavior Problems of Preschool Children From Low-Income Families

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