Relations between toddler expressive language and temper tantrums in a community sample

Manning, Brittany; Roberts, Megan Y.; Estabrook, Ryne; Petitclerc, Amélie; Burns, James; Briggs‐Gowan, Margaret J.; Wakschlag, Lauren S.; Norton, Elizabeth S.

doi:10.1016/j.appdev.2019.101070

Cited by 34 publications

(25 citation statements)

References 68 publications

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“…The significance of our finding is the same as other population-based survey research that also found that parents are more likely to rate LT toddlers as having behavioral problems in toddlerhood. [ 5 – 7 ]…”

Section: Discussionmentioning

confidence: 99%

“…For consistency, adopting the inclusion criteria of the LT toddlers from other studies, [ 5 , 10 , 16 , 17 ] toddlers were categorized into the LT group if their word production performance was at or below the 15th percentile on the Mandarin-Chinese version of the MacArthur-Bates Communicative Developmental Inventories Toddler Form (MCDI-T). [ 17 ] The word production performance of toddlers categorized into the TLD group was at or above the 25th percentile on the MCDI-T.…”

Section: Methodsmentioning

confidence: 99%

“…LT toddlers have a considerably higher incidence of depressed and anxious expression or aggressive behavior in toddlerhood [ 2 , 3 , 5 , 6 ] and the association between delayed language and behavioral problems is evidenced even at a very young age. [ 7 , 8 ] Problematic behaviors at preschool age are predictors for socioemotional problems in later developmental stages.…”

Section: Introductionmentioning

confidence: 99%

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Behavioral problems of Mandarin-speaking late-talking toddlers and preschool aged children

Tsao

Tsai

2020

Medicine

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This study aimed to examine whether Mandarin-speaking late-talking (LT) toddlers have a higher incidence of behavioral problems than typical language developing (TLD) children in toddlerhood and at preschool age from a community sample in Taiwan. This prospective case–control study comprised 32 LT and 32 TLD toddlers. Participants’ parents provided reports about their children at 2 and 4 years using the Child Behaviors Checklist, a component of the Achenbach System of Empirically Based Assessment. The results indicated that compared to the TLD group, a higher percentage of the LT group was at risk of behavioral problems at both two and four years. Similarly, the chance of internalizing problems was higher in the LT group than the TLD group at both ages. The findings indicated that LT toddlers are at risk for behavioral problems not only in toddlerhood, but also at preschool age. Thus, it is crucial to identify LT toddlers with behavioral problems and enroll them in early developmental evaluation programs in their communities and also include them in early intervention programs if necessary. In addition, the underlying mechanism of the association between language delay and behavioral problems in children needs to be longitudinally explored from a young age.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Behavioral problems of Mandarin-speaking late-talking toddlers and preschool aged children

Tsao

Tsai

2020

Medicine

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“…Although some previous work has found important links with early irritability, psychopathology and aberrant, regional gray matter volumes (Andre et al, 2019;Goodkind et al, 2015;Kaczkurkin, Moore, et al, 2019;Kaczkurkin, Park, et al, 2019;Leibenluft, 2017;Pagliaccio et al, 2018), developmentally-driven studies that incorporate patterns of irritability with tools such as neuroimaging have been scant. The current study examines irritability at two critical developmental periods, preschool age and early school age (Manning et al, 2019;Wakschlag et al, 2017) to examine patterns predictive of pre-adolescent psychopathology and gray matter volume abnormalities.…”

Section: Introductionmentioning

confidence: 99%

Developmental Patterning of Irritability Enhances Prediction of Psychopathology in Pre-adolescence: Improving RDoC with Developmental Science

Damme¹,

Wakschlag

Briggs‐Gowan³

et al. 2020

Preprint

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Research has demonstrated the transdiagnostic importance of irritability in psychopathology pathways but the contribution of developmentally-unfolding patterns has only recently been explored. To address this question, irritability patterns of 110 youth from a large and diverse early childhood cohort were assessed at preschool age and at school age (~2.5 years later) with a dimensional irritability scale designed to capture the normal:abnormal spectrum.Participants then returned at Pre-adolescence (~6 years later) for an assessment with a structured clinical interview (internalizing/externalizing symptoms) and a magnetic resonance imaging scan. When only preschool age irritability was considered, this was a transdiagnostic predictor of internalizing and externalizing symptoms. However, a model including both preschool and school age irritability provided a more nuanced picture. A high preschool and decreasing school age profile of irritability predicted elevated pre-adolescence internalizing symptoms, potentially reflecting emerging coping/internalizing behavior in pre-adolescence. In contrast, a stable irritability profile across these timepoints predicted increased pre-adolescence externalizing symptoms. Further, preschool irritability (a period of rapid growth) did not predict preadolescent gray matter volume abnormality, an indicator of transdiagnostic clinical risk.However, irritability at school age (when gray matter volume growth is largely finished) demonstrated an interactive effect among regions; increased school age irritability predicted reduced volume in pre-adolescence emotional regions (e.g., amygdala, medial orbitofrontal cortex) and increased volume in other regions (e.g., cerebellum). Expanding the impact of RDoC's approach yielding transdiagnostic phenotypes and multiple units of analysis, a developmentally informed approach provides critical new insights into the complex unfolding of mechanisms underlying emerging psychopathology. IRRITABILITY PREDITS CLINICAL OUTCOMES/GRAY MATTER VOLUMES

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“…Knowing more words in early childhood facilitates further vocabulary and language development, a virtuous cycle ( Peter et al, 2020 ; Avila-Varela et al, 2021 ). Children with more vocabulary knowledge have, both immediately and over time, greater success in reading and other content areas ( Dickinson et al, 2010 ; Cristofaro and Tamis-LeMonda, 2012 ; Morgan et al, 2015 ), better-adjusted social interactions, and more self-regulation and executive functioning ( Winsler, 2009 ; Manning et al, 2019 ; Rantalainen et al, 2021 ). Unfortunately, growing up in poverty is, as early as 18 months of age, associated with less knowledge of vocabulary and slower language processing ( Fernald et al, 2013 ; Suggate et al, 2018 ), making a focus on these children’s early experiences a priority.…”

Section: Vocabulary Developmentmentioning

confidence: 99%

Understanding Child-Directed Speech Around Book Reading in Toddler Classrooms: Evidence From Early Head Start Programs

et al. 2021

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Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children’s responses, an important question because many toddlers, particularly in high-need communities, attend group-care settings. This exploratory study examines the linguistic environment during teacher-led book readings in American Early Head Start classrooms serving 2-year-olds from households in poverty. Seven teachers in four classrooms were trained to emphasize target words while reading story and informational books. We first analyzed the nature and quality of their book readings from a macro-level, exploring global instructional quality [Classroom Assessment Scoring System (CLASS)] and linguistic complexity [i.e., diversity of vocabulary (D) and sophistication of syntax (MLU-w)], and we also examined micro-level teacher-child talk strategies and use of target words. Compared to prior research, these classrooms had similar global quality and syntactic complexity, although less lexical diversity. Exploratory results also revealed three distinct teacher talk patterns—teachers who emphasized (1) comments, (2) questions, and (3) a balance of the two. Question-focused teachers had more adult and child talk during reading, as well as more repetitions of target words, and stronger CLASS Engaged Support for Learning. However, comment-focused teachers used more diverse vocabulary and had stronger CLASS Emotional and Behavioral Support. Results illuminate the nature and quality of CDS in toddler classrooms, particularly in the context of an intervention emphasizing target vocabulary words, and highlight applications for professional development and questions for further research.

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Relations between toddler expressive language and temper tantrums in a community sample

Cited by 34 publications

References 68 publications

Behavioral problems of Mandarin-speaking late-talking toddlers and preschool aged children

Behavioral problems of Mandarin-speaking late-talking toddlers and preschool aged children

Developmental Patterning of Irritability Enhances Prediction of Psychopathology in Pre-adolescence: Improving RDoC with Developmental Science

Understanding Child-Directed Speech Around Book Reading in Toddler Classrooms: Evidence From Early Head Start Programs

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