Problem behavior in young children referred with language difficulties: Relations to language and intentional communication

Abstract

Background and aims: This exploratory study aims to examine the relative contribution of language and intentional communication to internalizing and externalizing problem behavior. Methods: Twenty-nine Dutch-speaking children (age range 24-46 months) referred with language difficulties participated in this study. For the majority of children, these early language difficulties appeared to be part of a broader neurodevelopmental disorder, mainly autism spectrum disorder. Parent ratings on the Achenbach Child Behavior Checklist 1 1 = 2-5 were predicted from children's language level and intentional communicative abilities, the latter being assessed by both parent report and direct observation. In all series of hierarchical regression analyses, chronological age and nonverbal mental age were included as covariates. Results: Parents commonly reported withdrawal, emotionally reactive behavior, attention problems, and aggressive behavior. Parent-rated intentional communication was the most important predictor of internalizing problem behavior and played an important role in the prediction of aggressive behavior as well. However, chronological age and/or nonverbal mental age also predicted parent-rated levels of externalizing problem behavior, especially attention problems. Conclusions: The relation between language difficulties and problem behavior may be influenced by maturation and children's ability to communicate intentionally. Implications: Language proficiency should, therefore, be independently assessed from children's intentional communicative abilities which, in turn, may differ across contexts.

Communication barriers and deaf learner misbehaviour in a South African special needs school

“…Children with communication challenges need practical strategies to provide support for social communication to increase quality classroom interactions. Walton (2018) asserts that Department of Education policies have placed priority on the field of inclusive education, which calls for educators to be informed about its principles and practices and be capable of instructing various student populations (Walton, 2018) If problem behavior may compromise the development of young children with language difficulties, it is important to understand the factors associated with its onset and persistence so that intervention can be successful (Jansen, Maljaars, Verhappen, Zink, Steyaert & Noens, 2020). This study focuses on the importance of communication in controlling behaviour of deaf learners.…”

Language skills and friendships in kindergarten classrooms: A social network analysis.

“…For example, children with internalizing behavior problems are more likely to be anxious and withdrawn from social situations with peers and adults, less likely to initiate interactions or to participate actively in the classroom; whereas children with externalizing behaviors are more likely to exhibit aggressive behaviors toward others (Baker et al, 2008; Hymel et al, 1990; Ladd & Troop-Gordon, 2003). Both internalizing and externalizing behaviors negatively impact a child’s ability to succeed, and they are also associated with different types of language deficits (Chow & Hollo, 2018; Jansen et al, 2020).…”

A Storytelling Approach on Vocabulary, Reading, and Letter Sound Fluency of Struggling First Graders With German as Second Language With and Without Behavioral Problems

“…Also, it is widely known that a certain struggle in language development, as vocabulary, expression, and reading, can be associated with problems in behavior (Peterson et al, 2013;Jansen et al, 2020). It has been reported that young children with language difficulties might develop problem behavior (Henrichs et al, 2013) which can get worse over time (Curtis et al, 2018).…”