Skip to main content
Top
Gepubliceerd in:

26-10-2015

Developmental Associations Between Conduct Problems and Expressive Language in Early Childhood: A Population-Based Study

Auteurs: Lisa-Christine Girard, Jean-Baptiste Pingault, Orla Doyle, Bruno Falissard, Richard E. Tremblay

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 6/2016

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

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.
Voetnoten
1
Amendments have since been made to the child benefit scheme in the UK, which are now means-tested. As of 2013, eligibility is determined based on family income.
 
Literatuur
go back to reference 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. 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.
go back to reference Aro, T., Eklund, K., Nurmi, J. E., & Poikkeus, A. M. (2012). Early language and behavioral regulation skills as predictors of social outcomes. Journal of Speech, Language, and Hearing Research, 55, 395–408.CrossRefPubMed Aro, T., Eklund, K., Nurmi, J. E., & Poikkeus, A. M. (2012). Early language and behavioral regulation skills as predictors of social outcomes. Journal of Speech, Language, and Hearing Research, 55, 395–408.CrossRefPubMed
go back to reference 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 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
go back to reference 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., 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
go back to reference 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. 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.
go back to reference Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238–246.CrossRefPubMed Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238–246.CrossRefPubMed
go back to reference Botting, N., & Conti-Ramsden, G. (2000). Social and behavioural difficulties in children with language impairment. Child Language Teaching and Therapy, 16, 105–120.CrossRef Botting, N., & Conti-Ramsden, G. (2000). Social and behavioural difficulties in children with language impairment. Child Language Teaching and Therapy, 16, 105–120.CrossRef
go back to reference Bracken, B. A. (2002). Bracken school readiness assessment. San Antonio: The Psychological Corporation. Bracken, B. A. (2002). Bracken school readiness assessment. San Antonio: The Psychological Corporation.
go back to reference Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136–136. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136–136.
go back to reference Brownlie, E. B., Beitchman, J. H., Escobar, M., Young, A., Atkinson, L., Johnson, C., et al. (2004). Early language impairment and young adult delinquent and aggressive behavior. Journal of Abnormal Child Psychology, 32, 453–467.CrossRefPubMed Brownlie, E. B., Beitchman, J. H., Escobar, M., Young, A., Atkinson, L., Johnson, C., et al. (2004). Early language impairment and young adult delinquent and aggressive behavior. Journal of Abnormal Child Psychology, 32, 453–467.CrossRefPubMed
go back to reference 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. 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.
go back to reference Bruner, J. (1984). Interaction, communication, and self. Journal of the American Academy of Child Psychiatry, 23, 1–7.CrossRefPubMed Bruner, J. (1984). Interaction, communication, and self. Journal of the American Academy of Child Psychiatry, 23, 1–7.CrossRefPubMed
go back to reference 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. 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.
go back to reference 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 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
go back to reference 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 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
go back to reference 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. 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.
go back to reference 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 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
go back to reference Derauf, C., LaGasse, L., Smith, L., Newman, E., Shah, R., Arria, A., et al. (2011). Infant temperament and high-risk environment relate to behavior problems and language in toddlers. Journal of Developmental and Behavioral Pediatrics, 32, 125.CrossRefPubMedPubMedCentral Derauf, C., LaGasse, L., Smith, L., Newman, E., Shah, R., Arria, A., et al. (2011). Infant temperament and high-risk environment relate to behavior problems and language in toddlers. Journal of Developmental and Behavioral Pediatrics, 32, 125.CrossRefPubMedPubMedCentral
go back to reference Dex, S., & Joshi, H. (2005). Babies of the new millennium. London: Policy Press. Dex, S., & Joshi, H. (2005). Babies of the new millennium. London: Policy Press.
go back to reference Diamantopoulos, A., & Siguaw, J. A. (2000). Introducing LISREL: A guide for the uninitiated. London: Sage.CrossRef Diamantopoulos, A., & Siguaw, J. A. (2000). Introducing LISREL: A guide for the uninitiated. London: Sage.CrossRef
go back to reference Dionne, G., Tremblay, R., Boivin, M., Laplante, D., & Perusse, D. (2003). Physical aggression and expressive vocabulary in 19-month-old twins. Developmental Psychology, 39, 261–273.CrossRefPubMed Dionne, G., Tremblay, R., Boivin, M., Laplante, D., & Perusse, D. (2003). Physical aggression and expressive vocabulary in 19-month-old twins. Developmental Psychology, 39, 261–273.CrossRefPubMed
go back to reference 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 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
go back to reference Elliot, C. D., Smith, P., & McCulloch, K. (1996). Verbal comprehension scale. British Ability Scales, 2. Elliot, C. D., Smith, P., & McCulloch, K. (1996). Verbal comprehension scale. British Ability Scales, 2.
go back to reference Elliott, C. D., Smith, P., & McCulloch, K. (1997). Technical manual British ability scales II. Windsor. Berkshire: NFER-NELSON Publishing Company. Elliott, C. D., Smith, P., & McCulloch, K. (1997). Technical manual British ability scales II. Windsor. Berkshire: NFER-NELSON Publishing Company.
go back to reference 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 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
go back to reference 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 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
go back to reference Gallagher, T. M. (1999). Interrelationships among children's language, behavior, and emotional problems. Topics in Language Disorders, 19, 1–15.CrossRef Gallagher, T. M. (1999). Interrelationships among children's language, behavior, and emotional problems. Topics in Language Disorders, 19, 1–15.CrossRef
go back to reference Gardner, F., Shaw, D. S., Dishion, T. J., Burton, J., & Supplee, L. (2007). Randomized prevention trial for early conduct problems: effects on proactive parenting and links to toddler disruptive behavior. Journal of Family Psychology, 21, 398.CrossRefPubMed Gardner, F., Shaw, D. S., Dishion, T. J., Burton, J., & Supplee, L. (2007). Randomized prevention trial for early conduct problems: effects on proactive parenting and links to toddler disruptive behavior. Journal of Family Psychology, 21, 398.CrossRefPubMed
go back to reference Giddan, J. J., Milling, L., & Campbell, N. B. (1996). Unrecognized language and speech deficits in preadolescent psychiatric inpatients. American Journal of Orthopsychiatry, 66, 85–92.CrossRefPubMed Giddan, J. J., Milling, L., & Campbell, N. B. (1996). Unrecognized language and speech deficits in preadolescent psychiatric inpatients. American Journal of Orthopsychiatry, 66, 85–92.CrossRefPubMed
go back to reference Girard, L. C., Pingault, J. B., Falissard, B., Boivin, M., Dionne, G., & Tremblay, R. E. (2014). Physical aggression and language ability from 17 to 72 months: cross-lagged effects in a population sample. PloS One, 9, e112185.CrossRefPubMedPubMedCentral Girard, L. C., Pingault, J. B., Falissard, B., Boivin, M., Dionne, G., & Tremblay, R. E. (2014). Physical aggression and language ability from 17 to 72 months: cross-lagged effects in a population sample. PloS One, 9, e112185.CrossRefPubMedPubMedCentral
go back to reference Goodman, R. (1997). The strengths and difficulties questionnaire: a research note. Journal of Child Psychology and Psychiatry, 38, 581–586.CrossRefPubMed Goodman, R. (1997). The strengths and difficulties questionnaire: a research note. Journal of Child Psychology and Psychiatry, 38, 581–586.CrossRefPubMed
go back to reference Goodman, R. (2001). Psychometric properties of the strengths and difficulties questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 1337–1345.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
go back to reference 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 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
go back to reference Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. (2010). The rate of return to the HighScope Perry preschool program. Journal of Public Economics, 94, 114–128.CrossRefPubMedPubMedCentral Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. (2010). The rate of return to the HighScope Perry preschool program. Journal of Public Economics, 94, 114–128.CrossRefPubMedPubMedCentral
go back to reference 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. (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.
go back to reference Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55–88.CrossRef Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55–88.CrossRef
go back to reference Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: guidelines for determining model fit. Electronic Journal of Business Research Methods, 6, 53–60. Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: guidelines for determining model fit. Electronic Journal of Business Research Methods, 6, 53–60.
go back to reference 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 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
go back to reference Johnson, V. E. (2013). Revised standards for statistical evidence. Proceedings of the National Academy of Sciences, 110, 19313–19317.CrossRef Johnson, V. E. (2013). Revised standards for statistical evidence. Proceedings of the National Academy of Sciences, 110, 19313–19317.CrossRef
go back to reference Kenny, D. A. (1975). Cross-lagged panel correlation: a test for spuriousness. Psychological Bulletin, 82, 887.CrossRef Kenny, D. A. (1975). Cross-lagged panel correlation: a test for spuriousness. Psychological Bulletin, 82, 887.CrossRef
go back to reference Lee, J. (2011). Size matters: early vocabulary as a predictor of language and literacy competence. Applied PsychoLinguistics, 32, 69–92.CrossRef Lee, J. (2011). Size matters: early vocabulary as a predictor of language and literacy competence. Applied PsychoLinguistics, 32, 69–92.CrossRef
go back to reference 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 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
go back to reference 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 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
go back to reference Muthén, L. K., & Muthén, B. O. (1998–2011). Mplus user’s guide, 6. Muthén, L. K., & Muthén, B. O. (1998–2011). Mplus users guide, 6.
go back to reference 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. 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.
go back to reference Oliver, B., Dale, P. S., & Plomin, R. (2004). Verbal and nonverbal predictors of early language problems: an analysis of twins in early childhood back to infancy. Journal of Child Language, 31, 609–631.CrossRefPubMed Oliver, B., Dale, P. S., & Plomin, R. (2004). Verbal and nonverbal predictors of early language problems: an analysis of twins in early childhood back to infancy. Journal of Child Language, 31, 609–631.CrossRefPubMed
go back to reference 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 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
go back to reference 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 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
go back to reference Pungello, E. P., Iruka, I. U., Dotterer, A. M., Mills-Koonce, R., & Reznick, J. S. (2009). The effects of socioeconomic status, race, and parenting on language development in early childhood. Developmental Psychology, 45, 544.CrossRefPubMed Pungello, E. P., Iruka, I. U., Dotterer, A. M., Mills-Koonce, R., & Reznick, J. S. (2009). The effects of socioeconomic status, race, and parenting on language development in early childhood. Developmental Psychology, 45, 544.CrossRefPubMed
go back to reference Rhee, S. H., Boeldt, D. L., Friedman, N. P., Corley, R. P., Hewitt, J. K., et al. (2013). The role of language in concern and disregard for others in the first years of life. Developmental Psychology, 49, 197–214.CrossRefPubMed Rhee, S. H., Boeldt, D. L., Friedman, N. P., Corley, R. P., Hewitt, J. K., et al. (2013). The role of language in concern and disregard for others in the first years of life. Developmental Psychology, 49, 197–214.CrossRefPubMed
go back to reference Rutter, M., Tizard, J., & Whitmore, K. (1970). Education, health and behaviour. London: Longmans. Rutter, M., Tizard, J., & Whitmore, K. (1970). Education, health and behaviour. London: Longmans.
go back to reference Scaramella, L. V., & Leve, L. D. (2004). Clarifying parent–child reciprocities during early childhood: the early childhood coercion model. Clinical Child and Family Psychology Review, 7, 89–107.CrossRefPubMed Scaramella, L. V., & Leve, L. D. (2004). Clarifying parent–child reciprocities during early childhood: the early childhood coercion model. Clinical Child and Family Psychology Review, 7, 89–107.CrossRefPubMed
go back to reference Schmitt, N. (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8, 350–353.CrossRef Schmitt, N. (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8, 350–353.CrossRef
go back to reference Selig, J. P., & Little, T. D. (2012). Autoregressive and cross-lagged panel analysis for longitudinal data. Handbook of developmental research methods, 265-278. Selig, J. P., & Little, T. D. (2012). Autoregressive and cross-lagged panel analysis for longitudinal data. Handbook of developmental research methods, 265-278.
go back to reference 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. 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.
go back to reference Shaw, D. S., Lacourse, E., & Nagin, D. S. (2005). Developmental trajectories of conduct problems and hyperactivity from ages 2 to 10. Journal of Child Psychology and Psychiatry, 46, 931–942.CrossRefPubMed Shaw, D. S., Lacourse, E., & Nagin, D. S. (2005). Developmental trajectories of conduct problems and hyperactivity from ages 2 to 10. Journal of Child Psychology and Psychiatry, 46, 931–942.CrossRefPubMed
go back to reference Silva, P. A., Williams, S., & McGee, R. (1987). A longitudinal study of children with developmental language delay at age three: later intelligence, reading and behaviour problems. Developmental Medicine and Child Neurology, 29, 630–640.CrossRefPubMed Silva, P. A., Williams, S., & McGee, R. (1987). A longitudinal study of children with developmental language delay at age three: later intelligence, reading and behaviour problems. Developmental Medicine and Child Neurology, 29, 630–640.CrossRefPubMed
go back to reference Stevenson, J., & Richman, N. (1978). Behavior, language, and development in three- year-old children. Journal of Autism and Childhood Schizophrenia, 8, 299–313.CrossRefPubMed Stevenson, J., & Richman, N. (1978). Behavior, language, and development in three- year-old children. Journal of Autism and Childhood Schizophrenia, 8, 299–313.CrossRefPubMed
go back to reference Straus, M. A., & Hamby, S. L. (1997). Measuring physical & psychological maltreatment of children with the conflict tactics scales. Durham: University of New Hampshire.CrossRef Straus, M. A., & Hamby, S. L. (1997). Measuring physical & psychological maltreatment of children with the conflict tactics scales. Durham: University of New Hampshire.CrossRef
go back to reference Theunissen, M. H., Vogels, A. G., de Wolff, M. S., & Reijneveld, S. A. (2013). Characteristics of the strengths and difficulties questionnaire in preschool children. Pediatrics, 131, e446–e454.CrossRefPubMed Theunissen, M. H., Vogels, A. G., de Wolff, M. S., & Reijneveld, S. A. (2013). Characteristics of the strengths and difficulties questionnaire in preschool children. Pediatrics, 131, e446–e454.CrossRefPubMed
go back to reference Tremblay, R. E. (2010). Developmental origins of disruptive behaviour problems: the ‘original sin’hypothesis, epigenetics and their consequences for prevention. Journal of Child Psychology and Psychiatry, 51, 341–367.CrossRefPubMed Tremblay, R. E. (2010). Developmental origins of disruptive behaviour problems: the ‘original sin’hypothesis, epigenetics and their consequences for prevention. Journal of Child Psychology and Psychiatry, 51, 341–367.CrossRefPubMed
go back to reference van Daal, J., Verhoeven, L., & van Balkom, H. (2007). Behaviour problems in children with language impairment. Journal of Child Psychology and Psychiatry, 48, 1139–1147.CrossRefPubMed van Daal, J., Verhoeven, L., & van Balkom, H. (2007). Behaviour problems in children with language impairment. Journal of Child Psychology and Psychiatry, 48, 1139–1147.CrossRefPubMed
go back to reference Yew, S. G. K., & O’Kearney, R. (2013). Emotional and behavioural outcomes later in childhood and adolescence for children with specific language impairments: meta-analyses of controlled prospective studies. Journal of Child Psychology and Psychiatry, 54, 516–524.CrossRefPubMed Yew, S. G. K., & O’Kearney, R. (2013). Emotional and behavioural outcomes later in childhood and adolescence for children with specific language impairments: meta-analyses of controlled prospective studies. Journal of Child Psychology and Psychiatry, 54, 516–524.CrossRefPubMed
Metagegevens
Titel
Developmental Associations Between Conduct Problems and Expressive Language in Early Childhood: A Population-Based Study
Auteurs
Lisa-Christine Girard
Jean-Baptiste Pingault
Orla Doyle
Bruno Falissard
Richard E. Tremblay
Publicatiedatum
26-10-2015
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 6/2016
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-015-0094-8

Andere artikelen Uitgave 6/2016

Journal of Abnormal Child Psychology 6/2016 Naar de uitgave