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) |
|---|---|
| Journal | Journal of Emotional and Behavioral Disorders |
| DOIs | |
| State | Published - Jan 1 2019 |
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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
Cite this
Bidirectional Relationship Between Language Skills and Behavior Problems in Preschool Children From Low-Income Families. / Bichay-Awadalla, Krystal; Qi, Cathy Huaqing; Shearer, Rebecca; Carta, Judith J.
In: Journal of Emotional and Behavioral Disorders, 01.01.2019.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Bidirectional Relationship Between Language Skills and Behavior Problems in Preschool Children From Low-Income Families
AU - Bichay-Awadalla, Krystal
AU - Qi, Cathy Huaqing
AU - Shearer, Rebecca
AU - Carta, Judith J.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - 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.
AB - 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.
KW - Head Start
KW - internalizing and externalizing problems
KW - preschool children
KW - receptive and expressive language
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UR - http://www.scopus.com/inward/citedby.url?scp=85067892517&partnerID=8YFLogxK
U2 - 10.1177/1063426619853535
DO - 10.1177/1063426619853535
M3 - Article
AN - SCOPUS:85067892517
JO - Journal of Emotional and Behavioral Disorders
JF - Journal of Emotional and Behavioral Disorders
SN - 1063-4266
ER -