Profiles of Problem Behavior in Children With Varying Language Ability

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 abili...

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Bibliographic Details
Published in:Journal of emotional and behavioral disorders 2019-06, Vol.27 (2), p.110-118
Main Authors: Chow, Jason C., Wehby, Joseph H.
Format: Article
Language:English
Subjects:
Ability
Academic Achievement
Achievement Tests
Aggression
Aggressiveness
At Risk Students
Behavior Disorders
Behavior Problems
Classroom behaviour
Classrooms
Correlation
Elementary School Students
Emotional Disturbances
Language disorders
Language Skills
Learner Engagement
Observation
Oral Language
Profiles
Risk behavior
School Districts
Screening Tests
Student Behavior
Students
Teacher Attitudes
Teachers
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Summary: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:1063-4266
1538-4799
1538-4799
DOI:10.1177/1063426617733714