Does oral language underpin the development of later behavior problems? A longitudinal meta-analysis.

Chow, Jason C.; Ekholm, Erik; Coleman, Heather

doi:10.1037/spq0000255

Cited by 70 publications

(68 citation statements)

References 56 publications

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“…Our findings extend prior research by underscoring the importance of early receptive language to internalizing behavior in a low-income sample of diverse children. In fact, Chow, Ekholm, and Coleman (2018) found that early receptive language delays more consistently predicted later behavior problems, when compared to expressive language, providing additional support for our study finding. Why would this be the case?…”

Section: Discussionsupporting

confidence: 84%

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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Section: Discussionsupporting

confidence: 84%

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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“…This is in line with current theory and empirical evidence that acknowledges the critical role language plays in both reading and math development (Peng et al, 2020). Similarly, a recent longitudinal review reported small but consistent correlations between early expressive language and behavior and suggested that there could be several potential variables mediating the relationship (Chow, Ekholm & Coleman, 2018). There were few studies that controlled for language when the outcome was externalizing behavior (n =2), and studies reported contradictory results-i.e., one found language had moderate effects on behavior (Weeks et al, 2013), whereas the other did not (Fitzpatrick & Pagani, 2013).…”

Section: Discussionsupporting

confidence: 83%

Externalizing Behavior and Academic Achievement : Do Causal Relations Exist?

Kulkarni¹,

Sullivan²,

Kim³

2020

Preprint

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Children’s low academic skills are associated with a variety of behavior problems and maladaptive outcomes throughout childhood and adulthood. Given the prevalence of behavioral disorders is approximately 19% of all US children, understanding of the mechanisms through which academic achievement and externalizing behavior problems interact can inform effective intervention to prevent persistent academic failure, chronic behavioral difficulties, and related negative long-term outcomes. The purpose of this study, therefore, was to systematically review research on the association between low academic achievement and externalizing behavior problems, as well as evaluate the research indicating causal linkages, if any, between the two domains. Five databases were searched, including OVID Medline, PsycInfo, Academic Search Premier, ERIC, and Education Resource. Search terms included statistical designs that could support a hypothetical causal association (e.g., structural equation modeling). We screened a total of 1,808 studies, of which 18 met the final inclusion criteria. In total, seven studies reported small negative effects between the two domains, and only 4 reported effect sizes considered small to moderate. All but one reported these effects in the direction of early externalizing behavior problems to academic achievement. There was inconclusive evidence for either a causal or predictive relationship. Implications for future research and educational practice are discussed.

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“…Results indicated 81% of participants with EBD had below average language skills, and 46% had previously unidentified LI in the moderate to severe range. Additional meta-analyses have confirmed concurrent and predictive associations of language and behavior in samples of children with LI exclusively (Yew & O'Kearney, 2013) and those with and without language, learning, and behavioral disorders (Chow, Ekholm, & Coleman, 2018;Chow & Wehby, 2018).…”

Section: Interrelations Of Language and Behaviormentioning

confidence: 85%

Profiles of Language and Behavior in Students With Emotional Disturbance

Hollo

Chow

Wehby

2018

Behavioral Disorders

Self Cite

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Although global associations between language and behavioral development are well established, relations among components and subgroups within these disorders remain unclear. The primary aim of this study was to explore whether language components differed by behavioral subtypes: internalizing only, externalizing only, or both. To control for confounding factors identified in prior studies related to sampling and measurement, we conducted profile analyses of receptive, expressive, pragmatic, semantic, syntactic, or higher order language skills in 46 boys with emotional disturbance (ED) using one comprehensive language measure. On average, the internalizing-only group outperformed all other behavioral subgroups. Absence of interaction effects indicated similar patterns of performance, with all groups performing lowest in pragmatic language. We also report prevalence rates of language deficits in the sample and analyze results using two different grouping strategies. Discussion includes the importance of considering comorbidity and establishing independent behavioral subgroups in research, as well as implications for assessment and intervention in practice.

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Does oral language underpin the development of later behavior problems? A longitudinal meta-analysis.

Cited by 70 publications

References 56 publications

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

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

Externalizing Behavior and Academic Achievement : Do Causal Relations Exist?

Profiles of Language and Behavior in Students With Emotional Disturbance

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