Swipe om te navigeren naar een ander artikel
Conduct problems have been associated with poor language development, however the direction of this association in early childhood remains unclear. This study examined the longitudinal directional associations between conduct problems and expressive language ability. Children enrolled in the UK Millennium Cohort Study (N = 14, 004; 50.3 % boys) were assessed at 3 and 5 years of age. Parent reports of conduct problems and standardised assessments of expressive language were analyzed using cross-lagged modeling. Conduct problems at 3 years was associated with poorer expressive language at 5 years and poorer expressive language at 3 years was associated with increased conduct problems by 5 years. The results support reciprocal associations, rather than a specific unidirectional path, which is commonly found with samples of older children. The emergence of problems in either domain can thus negatively impact upon the other over time, albeit the effects were modest. Studies examining the effects of intervention targeting conduct problems and language acquisition prior to school entry may be warranted in testing the efficacy of prevention programmes related to conduct problems and poor language ability early in childhood.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Alink, L. R. A., Mesman, J., Van Zeijl, J., Stolk, M. N., Juffer, F., Koot, H. M., … van Ijzendoorn, M. H. (2006). The early childhood aggression curve: development of physical aggression in 10- to 50-month-old children. Child Development, 77, 954–966.
Asbury, K., Wachs, T. D., & Plomin, R. (2005). Environmental moderators of genetic influence on verbal and nonverbal abilities in early childhood. Intelligence, 33, 643–661. CrossRef
Beitchman, J. H., Wilson, B., Brownlie, E. B., Walters, H., Inglis, A., & Lancee, W. (1996). Long-term consistency in speech/language profiles: II. Behavioral, emotional, and social outcomes. Journal of the American Academy of Child & Adolescent Psychiatry, 35, 815–825. CrossRef
Beitchman, J. H., Wilson, B., Johnson, C. J., Atkinson, L., Young, A., Adlaf, E., ... & Douglas, L. (2001). Fourteen-year follow-up of speech/language-impaired and control children: psychiatric outcome. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 75–82.
Botting, N., & Conti-Ramsden, G. (2000). Social and behavioural difficulties in children with language impairment. Child Language Teaching and Therapy, 16, 105–120. CrossRef
Bracken, B. A. (2002). Bracken school readiness assessment. San Antonio: The Psychological Corporation.
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136–136.
Bruner, J. (1982). The organization of action and the nature of the adult-infant transaction. In E. Tronick (Ed.), Social interchange in infants: Affect, cognition and communication (pp. 23–36). Baltimore: University Park Press.
Caldwell, B. M., & Bradley, R. H. (2001). HOME inventory and administration manual (3rd ed.). University of Arkansas for Medical Sciences and University of Arkansas at Little Rock.
Camp, B. W., Zimet, S. G., van Doorninck, W. J., & Dahlam, N. G. (1997). Verbal abilities in young aggressive boys. Journal of Educational Psychology, 69, 129–135. CrossRef
Caultield, M. B., Fischel, J. E., DeBaryshe, B. D., & Whitehurst, G. J. (1989). Behavioral correlates of developmental expressive language disorder. Journal of Abnormal Child Psychology, 17, 187–201. CrossRef
Cole, P. M., Armstrong, L. M., & Pemberton, C. K. (2010). The role of language in the development of emotion regulation. In: Calkins, S.D., Bell, M.A., editors. Development at the intersection of cognition and emotion. Washington, D.C: APA.
Del Vecchio, T., Pochtar, R., & Rhoades, K. (2014). The impact of children's language ability on parent cognitions and harsh discipline practices. Infant and Child Development, 23, 388–401. CrossRef
Dex, S., & Joshi, H. (2005). Babies of the new millennium. London: Policy Press.
Diamantopoulos, A., & Siguaw, J. A. (2000). Introducing LISREL: A guide for the uninitiated. London: Sage. CrossRef
Doyle, O., Harmon, C. P., Heckman, J. J., & Tremblay, R. E. (2009). Investing in early human development: timing and economic efficiency. Economics & Human Biology, 7, 1–6. CrossRef
Elliot, C. D., Smith, P., & McCulloch, K. (1996). Verbal comprehension scale. British Ability Scales, 2.
Elliott, C. D., Smith, P., & McCulloch, K. (1997). Technical manual British ability scales II. Windsor. Berkshire: NFER-NELSON Publishing Company.
Enders, C. K., & Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling, 8, 430–457. CrossRef
Fan, X., Thompson, B., & Wang, L. (1999). Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes. Structural Equation Modeling, 6, 56–83. CrossRef
Gallagher, T. M. (1999). Interrelationships among children's language, behavior, and emotional problems. Topics in Language Disorders, 19, 1–15. CrossRef
Goodman, R. (2001). Psychometric properties of the strengths and difficulties questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 1337–1345. CrossRef
Hann, D. M., Osofsky, J. D., & Culp, A. M. (1996). Relating the adolescent mother—child relationship to preschool outcomes. Infant Mental Health Journal, 17, 302–309. CrossRef
Hoff, E. (2005). Language experience and language milestones during early childhood. In K. McCartney, & D. Phillips (Eds.), Blackwell handbook of early childhood development. Malden: Blackwell. doi: 10.1002/9780470757703.
Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55–88. CrossRef
Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: guidelines for determining model fit. Electronic Journal of Business Research Methods, 6, 53–60.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. CrossRef
Johnson, V. E. (2013). Revised standards for statistical evidence. Proceedings of the National Academy of Sciences, 110, 19313–19317. CrossRef
Kenny, D. A. (1975). Cross-lagged panel correlation: a test for spuriousness. Psychological Bulletin, 82, 887. CrossRef
Lee, J. (2011). Size matters: early vocabulary as a predictor of language and literacy competence. Applied PsychoLinguistics, 32, 69–92. CrossRef
MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130–149. CrossRef
Murray, J., & Farrington, D. P. (2010). Risk factors for conduct disorder and delinquency: key findings from longitudinal studies. Canadian Journal of Psychiatry. Revue Canadienne de Psychiatrie, 55, 633–642. PubMed
Muthén, L. K., & Muthén, B. O. (1998–2011). Mplus user’ s guide, 6.
Nozadi, S. S., Spinrad, T. L., Eisenberg, N., Bolnick, R., Eggum-Wilkens, N. D., Smith, C. L., ... & Sallquist, J. (2013). Prediction of toddlers’ expressive language from maternal sensitivity and toddlers’ anger expressions: a developmental perspective. Infant Behavior and Development, 36, 650–661.
Panter, J. E., & Bracken, B. A. (2009). Validity of the bracken school readiness assessment for predicting first grade readiness. Psychology in the Schools, 46, 397–409. CrossRef
Petrill, S. A., Pike, A., Price, T., & Plomin, R. (2004). Chaos in the home and socioeconomic status are associated with cognitive development in early childhood: environmental mediators identified in a genetic design. Intelligence, 32, 445–460. CrossRef
Rutter, M., Tizard, J., & Whitmore, K. (1970). Education, health and behaviour. London: Longmans.
Schmitt, N. (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8, 350–353. CrossRef
Selig, J. P., & Little, T. D. (2012). Autoregressive and cross-lagged panel analysis for longitudinal data. Handbook of developmental research methods, 265-278.
Shaw, A., & Calderwood, L. (2004). Millennium cohort study first survey: technical report on instrument development and fieldwork. London: Centre for Longitudinal Studies, Institute of Education, University of London.
Straus, M. A., & Hamby, S. L. (1997). Measuring physical & psychological maltreatment of children with the conflict tactics scales. Durham: University of New Hampshire. CrossRef
- Developmental Associations Between Conduct Problems and Expressive Language in Early Childhood: A Population-Based Study
Richard E. Tremblay
- Springer US