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Profiles of Problem Behavior in Children with Varying Language Ability

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Bibliographic Details
Title: Profiles of Problem Behavior in Children with Varying Language Ability
Language: English
Authors: Chow, Jason C., Wehby, Joseph H.
Source: Journal of Emotional and Behavioral Disorders. Jun 2019 27(2):110-118.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2019
Sponsoring Agency: Institute of Education Sciences (ED)
Office of Special Education Programs (ED/OSERS)
Contract Number: H324P040013
H325D100027
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Behavior Problems, Language Skills, School Districts, Elementary School Students, At Risk Students, Emotional Disturbances, Oral Language, Teacher Attitudes, Profiles, Correlation, Aggression, Observation, Learner Engagement, Academic Achievement, Behavior Disorders, Screening Tests, Student Behavior, Achievement Tests
Assessment and Survey Identifiers: Systematic Screening for Behavior Disorders, Adaptive Behavior Scale, Woodcock Johnson Tests of Achievement
DOI: 10.1177/1063426617733714
ISSN: 1538-4799
Abstract: The purpose of this study was to explore the relationships between language behavior in students with or at risk of emotional and behavioral disorders. School-age students in K-4 grades (N = 300, 76% male) were sampled across three school districts. Students were grouped based on oral language ability and measured on teacher-rated subscales of problem behavior and direct observation of classroom behavior. Profile analyses revealed that language ability was associated with direct observation measures of classroom behaviors. Lower language was associated with higher rates of aggression, and higher language was associated with higher rates of academic engagement. Incongruent results relative to teacher-rated and directly observed behavior, limitations, and implications for future research are discussed.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2019
Accession Number: EJ1215273
Database: ERIC
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Abstract:The purpose of this study was to explore the relationships between language behavior in students with or at risk of emotional and behavioral disorders. School-age students in K-4 grades (N = 300, 76% male) were sampled across three school districts. Students were grouped based on oral language ability and measured on teacher-rated subscales of problem behavior and direct observation of classroom behavior. Profile analyses revealed that language ability was associated with direct observation measures of classroom behaviors. Lower language was associated with higher rates of aggression, and higher language was associated with higher rates of academic engagement. Incongruent results relative to teacher-rated and directly observed behavior, limitations, and implications for future research are discussed.
ISSN:1538-4799
DOI:10.1177/1063426617733714