Abstract
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.
Original language | English (US) |
---|---|
Pages (from-to) | 114-128 |
Number of pages | 15 |
Journal | Journal of Emotional and Behavioral Disorders |
Volume | 28 |
Issue number | 2 |
DOIs | |
State | Published - Jun 1 2020 |
Keywords
- Head Start
- internalizing and externalizing problems
- preschool children
- receptive and expressive language
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Clinical Psychology
- Psychiatry and Mental health