Language ability predicts the development of behavior problems in children.

Abstract

Prior studies have suggested, but not fully established, that language ability is important for regulating attention and behavior. Language ability may have implications for understanding attention-deficit hyperactivity disorder (ADHD) and conduct disorders, as well as subclinical problems. This article reports findings from two longitudinal studies to test (a) whether language ability has an independent effect on behavior problems, and (b) the direction of effect between language ability and behavior problems. In Study 1 (N = 585), language ability was measured annually from ages 7 to 13 years by language subtests of standardized academic achievement tests administered at the children’s schools. Inattentive-hyperactive (I-H) and externalizing (EXT) problems were reported annually by teachers and mothers. In Study 2 (N = 11,506), language ability (receptive vocabulary) and mother-rated I-H and EXT problems were measured biannually from ages 4 to 12 years. Analyses in both studies showed that language ability predicted within-individual variability in the development of I-H and EXT problems over and above the effects of sex, ethnicity, socioeconomic status (SES), and performance in other academic and intellectual domains (e.g., math, reading comprehension, reading recognition, and short-term memory [STM]). Even after controls for prior levels of behavior problems, language ability predicted later behavior problems more strongly than behavior problems predicted later language ability, suggesting that the direction of effect may be from language ability to behavior problems. The findings suggest that language ability may be a useful target for the prevention or even treatment of attention deficits and EXT problems in children.

Behavior problems and social competence in Brazilian children with specific language impairment

“…Although the diagnostic criterion for SLI excludes psychiatric disorders, there is a consistent association between language impairment and behavioral problems (St Clair et al 2011;Van Agt et al 2011;van Daal et al 2007;Yew and O'Kearney 2013;Gregl et al 2014;Mok et al 2014;Hollo et al 2014;Helland et al 2014). The causal path of this relation remains unclear, but evidence from longitudinal studies suggests the direction of effect may be from language to behavior (Petersen et al 2013).…”

The Relation of Externalizing Behavior and Central Auditory Processing Deficits in 4-Year-Old Children

“…It is hard for someone to focus his attention on information he cannot fully comprehend. Or attention problems can co-occur with language deficits (Petersen et al, 2013). Petersen et al (2013) state that one possible mechanism linking language to attention and behavior problems would be the use of language in the form of private (self-directed) speech as a regulator.…”

“…Language is important for regulating attention and behavior. Language and communication skills can also interfere with socialization (Petersen et al, 2013). When children can communicate their needs they can use more reasoning in negotiating with adults and their peers, preventing them to develop problem behavior.…”

Language and reading comprehension in middle childhood predicts emotional and behaviour difficulties in adolescence for those with permanent childhood hearing loss

“…However, a pair of such studies was reported by Petersen et al. (2013). They modelled the cross‐lagged relationships between behaviour problems and language ability in a sample of 585 children followed between the ages of 7 and 13 years.…”

“…(2011), we expected that a longitudinal analysis would show that the language and reading measures would be predictive of later EBD. We expected that EBD would not be a predictor of later language (Petersen et al., 2013) but that it may predict later reading (Trzesniewski et al., 2006). …”