Does Gender Moderate the Relations Between Externalizing Behavior and Key Emergent Literacy Abilities? Evidence From a Longitudinal Study

Joye, Shauna W.; Lonigan, Christopher J.

doi:10.1177/1087054713512522

Cited by 15 publications

(16 citation statements)

References 57 publications

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“…In another large population-based sample of toddlers, Roberts and colleagues (2018) found a negative association between language skills reported by mothers and mother-reported child disruptive behavior was stronger for girls than for boys. Similar there is evidence that the relations between language skills and later problem behaviors were stronger for girls than for boys (Allan et al, 2017; Lonigan et al, 2017).…”

Section: Moderating Effects Of Dominant Home Language and Gendersupporting

confidence: 57%

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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Section: Moderating Effects Of Dominant Home Language and Gendersupporting

confidence: 57%

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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“…On the contrary, fewer studies have examined whether child gender moderates associations between early behavior problems and later language ability. A recent study conducted with a sample of preschool children from diverse socioeconomic backgrounds found that the negative relationship between externalizing behavior and language skills was stronger for girls than boys (Allan, Joye, & Lonigan, 2017). Much more research is needed to extend our current understanding of the extent to which these associations may differ based on child gender, especially in diverse low-income samples of preschool children.…”

Section: Gender As a Moderatormentioning

confidence: 99%

Bidirectional Relationship Between Language Skills and Behavior Problems in Preschool Children From Low-Income Families

Bichay‐Awadalla

Bulotsky‐Shearer

et al. 2019

Journal of Emotional and Behavioral Disorders

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The purpose of this study was to examine the longitudinal, bidirectional relationship between language skills and behavior problems in a sample of 194 preschool children enrolled in Head Start programs. Children were individually assessed using the Preschool Language Scale-5, and teachers completed the Child Behavior Checklist-Teacher Report 1½–5. Cross-lagged path models using a structural equation modeling approach tested the reciprocal associations between language skills and behavior problems over the preschool year. Findings supported a bidirectional relationship between internalizing behavior problems and expressive language skills. However, findings supported a unidirectional association between early receptive language skills and later internalizing behavior problems. Gender moderated the relationship between receptive and expressive language skills and internalizing behavior problems in such a way that the association was only significant for girls. Implications for early intervention and prevention efforts targeting language development and behavior problems were discussed.

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“…For example, when teacher report of disruptive behavior is used, patterns are in this same direction, indicating a stronger association for girls than boys. 23,24 In contrast, studies that use direct classroom observation of disruptive behaviors of children show stronger associations for boys. Of note, these latter studies were restricted to children in low socio-economic environments.…”

Section: Discussionmentioning

confidence: 98%

“…That is, in two studies the association was stronger for boys 21,22 while this pattern was opposite in the other two studies. 23,24 There is grounding in developmental science to inform understanding of both of these alternate patterns. If replicated, the stronger association between language impairment and disruptive behavior in boys may reflect their greater vulnerability to developmental problems.…”

Section: Introductionmentioning

confidence: 99%

Talking Tots and the Terrible Twos: Early Language and Disruptive Behavior in Toddlers

Roberts

Curtis

Estabrook

et al. 2018

J Dev Behav Pediatr

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Objective The goal of this paper is to investigate the association between the two most commonly reported parental concerns about young children - disruptive behavior (e.g., irritable, aggressive, and noncompliant behaviors) and language delay in toddlers. To test for salient sub-group differences, individual differences by child sex and family poverty status were examined. Methods Participants included 1,259 mothers of children between 18 and 36 months of age. Mothers completed questions about their child’s language development and disruptive behavior. Information regarding poverty status as well as child age and sex were also collected. Results Stronger language skills were associated with fewer disruptive behavior for children between 18 and 36 months of age. This negative association was stronger for girls than boys (b = −0.243, t(1251) = −3.555, p < .001) and stronger for children living in poverty than those above the poverty line (b = −2.04, t(1251) = −2.531, p = .011). Conclusions Findings from our study suggest a developmental co-occurrence pattern that begins at a very early age. Individual differences suggest that there is substantial heterogeneity in these patterns; longitudinal investigation is needed to uncover causal pathways and underlying mechanisms. Awareness of the association between these two developmental domains about which parents frequently express concerns is critical to maximizing early detection and intervention.

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Does Gender Moderate the Relations Between Externalizing Behavior and Key Emergent Literacy Abilities? Evidence From a Longitudinal Study

Cited by 15 publications

References 57 publications

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

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

Bidirectional Relationship Between Language Skills and Behavior Problems in Preschool Children From Low-Income Families

Talking Tots and the Terrible Twos: Early Language and Disruptive Behavior in Toddlers

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