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Core Language Predictors of Behavioral Functioning in Early Elementary School Children: Concurrent and Longitudinal Findings

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Title: Core Language Predictors of Behavioral Functioning in Early Elementary School Children: Concurrent and Longitudinal Findings
Language: English
Authors: Hooper, Stephen R., Roberts, Joanne E., Zeisel, Susan A.
Source: Behavioral Disorders. Nov 2003 29(1):10.
Availability: Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
Peer Reviewed: Y
Physical Description: PDF
Page Count: 15
Publication Date: 2003
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 1
Grade 2
Grade 3
Grade 4
Kindergarten
Descriptors: Elementary School Students, African American Children, Behavior Problems, Teacher Evaluation, Hyperactivity, Rating Scales, Memory, Receptive Language, Expressive Language, Kindergarten, Language Aptitude, Measures (Individuals), Longitudinal Studies, Low Income, Language Processing, Scores, Grade 2, Prediction
ISSN: 0198-7429
Abstract: The authors examined (a) the extent to which kindergarten estimates of core language functions predicted teacher ratings of behavior problems in each of the child's first 4 years of elementary school and (b) the ability of core language measures to predict concurrent behavior problems at each of the early elementary school grades studied. Participants were 74 African American children who were recruited as infants into a longitudinal study of children's health and development. Sixty percent of the families were classified as low-income when the children entered kindergarten. Conduct problems and hyperactivity were assessed with the Conners' Teacher Rating Scale, core language functions with the Clinical Evaluation of Language Fundamentals-3 (CELF-3) and Peabody Picture Vocabulary Test-Revised (PPVT-R), and verbal working memory with the Competing Language Processing Task (CLPT). Results indicated that expressive and receptive language at kindergarten predicted teacher ratings of conduct problems, with increasing accuracy as children moved from kindergarten to third grade, particularly for receptive language. None of the early language measures predicted hyperactivity at any of the grades. Concurrent relationships, expressive language, conduct problems, and hyperactivity were stronger in second grade than in kindergarten, while lower scores in working memory predicted higher teacher-reported hyperactivity. These findings underscore the importance of core language functions in the prediction of behavior problems. (Contains 5 tables.)
Abstractor: Author
Number of References: 60
Entry Date: 2008
Access URL: https://www.ccbd.net/behavioraldisorders/Journal/Journal.cfm?BDID=8184F5EC-3048-2906-B4DCC568DC4927C8
Accession Number: EJ787841
Database: ERIC
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  Data: Core Language Predictors of Behavioral Functioning in Early Elementary School Children: Concurrent and Longitudinal Findings
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  Data: <searchLink fieldCode="SO" term="%22Behavioral+Disorders%22"><i>Behavioral Disorders</i></searchLink>. Nov 2003 29(1):10.
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  Data: Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
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  Data: 15
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  Data: Journal Articles<br />Reports - Research
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  Data: The authors examined (a) the extent to which kindergarten estimates of core language functions predicted teacher ratings of behavior problems in each of the child's first 4 years of elementary school and (b) the ability of core language measures to predict concurrent behavior problems at each of the early elementary school grades studied. Participants were 74 African American children who were recruited as infants into a longitudinal study of children's health and development. Sixty percent of the families were classified as low-income when the children entered kindergarten. Conduct problems and hyperactivity were assessed with the Conners' Teacher Rating Scale, core language functions with the Clinical Evaluation of Language Fundamentals-3 (CELF-3) and Peabody Picture Vocabulary Test-Revised (PPVT-R), and verbal working memory with the Competing Language Processing Task (CLPT). Results indicated that expressive and receptive language at kindergarten predicted teacher ratings of conduct problems, with increasing accuracy as children moved from kindergarten to third grade, particularly for receptive language. None of the early language measures predicted hyperactivity at any of the grades. Concurrent relationships, expressive language, conduct problems, and hyperactivity were stronger in second grade than in kindergarten, while lower scores in working memory predicted higher teacher-reported hyperactivity. These findings underscore the importance of core language functions in the prediction of behavior problems. (Contains 5 tables.)
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  Data: 60
– Name: DateEntry
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  Data: 2008
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 10
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: African American Children
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Hyperactivity
        Type: general
      – SubjectFull: Rating Scales
        Type: general
      – SubjectFull: Memory
        Type: general
      – SubjectFull: Receptive Language
        Type: general
      – SubjectFull: Expressive Language
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Language Aptitude
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Low Income
        Type: general
      – SubjectFull: Language Processing
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      – SubjectFull: Scores
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Prediction
        Type: general
    Titles:
      – TitleFull: Core Language Predictors of Behavioral Functioning in Early Elementary School Children: Concurrent and Longitudinal Findings
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            NameFull: Roberts, Joanne E.
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            NameFull: Zeisel, Susan A.
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              Y: 2003
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