Language ability in the development of externalizing behavior problems in childhood.

Abstract

Poorer language ability has been shown to predict the development of externalizing behavior problems such as aggression and conduct problems. However, the developmental process that links poorer language ability to externalizing problems is unclear. The present study examined (a) whether withinchild changes in language ability predict within-child changes in externalizing problems, (b) whether social skills are a potential mechanism that explains the association between language ability and externalizing problems, and (c) whether there are sex-related differences in the association between language ability and externalizing problems. The present study examined these questions in children (N ϭ 1,364) followed annually from 4 to 10 years of age. Language ability was assessed by a measure of receptive language (i.e., vocabulary). Externalizing problems were rated by mothers and teachers. Social skills were rated by mothers, fathers, and teachers. Findings showed that within-child changes in language ability predicted within-child changes in externalizing problems, even controlling for the family's income-to-needs ratio. We found that social skills partially mediated the association between poorer language ability and later externalizing problems, but this was limited to a between-person effect. There was not strong evidence of sex-related differences in the association. Findings suggest that language ability may play a role in the development of externalizing problems for boys and girls, and that social skills may be a mechanism that partially explains how poorer language ability leads to the development of externalizing problems. Or, alternatively, language ability, social skills, and externalizing problems may partially share common causes. Educational Impact and Implications StatementPoorer language ability in children has been shown to predict the development of externalizing behavior problems such as aggression and conduct problems, but the reasons for this are not known. In a sample of 4-to 10-year-old children, language ability predicted their changes in externalizing problems. Poorer social skills partially explained why children with poorer language ability tended to develop more externalizing problems. The association between poorer language ability and more externalizing problems was similar for boys and girls. Findings suggest that poorer language ability may play a role in the development of externalizing problems for boys and girls, and that poorer social skills may be a mechanism that partially explains how poorer language ability leads to the development of externalizing problems. However, it is also possible that language ability, social skills, and externalizing problems partially share common causes.

Bidirectional Associations Between Preschool Classroom Behavior and Language and Literacy Skills

“…Considerable research has examined the negative contributions of overactive behavior, probably in part due to the visibility and/or disruptiveness of such behavior in the classroom. Overactive behaviors, such as aggression and inattention, have consistently been associated with language and literacy difficulties and reading delays (Domínguez Escalón & Greenfield, 2009; Petersen & LeBeau, 2020). Findings suggest that children who exhibit behavior difficulties often receive less feedback from teachers and spend less time in important instructional activities (Vitiello et al, 2012; Williford et al, 2017), which may, in turn, negatively influence their ability to learn other important skills.…”

“…Although the evidence linking children’s early social and emotional adjustment to language and literacy skills is clear and convincing, it is important to keep in mind that “children’s early academic skills and emotional adjustment may be bidirectionally related” (Raver, 2002, p. 4) and that children’s language and behavior may also influence each other over time (Bichay-Awadalla et al, 2019). In addition to linking social and emotional adjustment to language and literacy outcomes, research has documented the negative influence language delays may have on children’s behavioral outcomes (e.g., Bornstein et al, 2013; Brownlie et al, 2004; Chow & Wehby, 2018; Petersen & LeBeau, 2020; Peyre et al, 2016; Qi et al, 2006, 2019). Together, these research findings suggest that these important areas of development—behavior and language and literacy—may mutually influence each other over time during preschool.…”

Creating a Developmental Scale to Account for Heterotypic Continuity in Development: A Simulation Study

“…Many studies have used vertical scaling in the fields of education and cognitive testing to assess growth with different measures over lengthy developmental spans (Kenyon, MacGregor, Li, & Cook, 2011; McArdle & Grimm, 2011; McArdle et al, 2009; Wang, Jiao, & Zhang, 2013). We are aware of only two studies that used vertical scaling to study social development (Petersen & LeBeau, in press; Petersen et al, 2018). Petersen et al (2018) used different measures to assess the development of internalizing problems—one measure in adolescence (31 items) and another in adulthood (23 items).…”

The Emergence of 5-Year-Olds’ Behavioral Difficulties: Analyzing Risk and Protective Pathways in the United Kingdom and Germany

“…In particular, receptive and expressive vocabulary skills in early childhood such as understanding words and putting ideas into words are associated with later behavioral outcomes (e.g., Menting et al, 2011 ; Girard et al, 2016 ; Rose et al, 2018 ; Petersen and LeBeau, 2021 ). Advanced receptive language skills at age 3 significantly predict the development of cooperative behavior between ages 3 and 7 ( Rose et al, 2018 ), and better receptive language at age 4 predicts decreased externalizing behavioral problems by 6 years ( Petersen and LeBeau, 2021 ).…”