A Longitudinal Study: Language and Behavior Problems

纵向研究：语言和行为问题

• 批准号: 7115747
• 负责人: Cathy H Qi
• 金额: $ 6.15万
• 依托单位: UNIVERSITY OF NEW MEXICO
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-01 至 2008-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7115747
• 关键词: behavior test; behavioral /social science research tag; child behavior; child behavior disorders; clinical research; comorbidity; human subject; language; language development; longitudinal human study; low socioeconomic status; preschool child (1-5); social behavior; verbal behavior; verbal learning

DESCRIPTION (provided by applicant): It has long been known that language delays and behavior problems in children frequently co-occur (Cantwell & Baker, 1985). Typically, researchers investigating the relationship between language delays and problem behaviors have used behavioral rating scales to measure child social and problem behavior. Rating scales have inherent limitations including dependence of informant knowledge of the child and the context, low cross-informant agreement, and insensitivity to levels of problem behavior below the clinical threshold. Observational methods can supplement the rating scales by providing more objective and direct measures of child behavior in context. However, few studies have examined this relationship longitudinally using observational methods. This study proposes to examine the relationship between language delays and problem behaviors (measured concurrently and at 6- and 6 month follow-up) in a sample of 4-year-olds from low-income families in Head Start programs (N=60). The objectives of this longitudinal study are to examine (a) the mean differences in social/behavioral characteristics between preschool children with language delays and those with typical language development; (b) the association of degree of language delay with problem behaviors and social skills in Head Start children; and (c) the association of earlier language abilities with later behavior in Head Start children. All 4-year-olds in three Head Start centers will be screened at the initial evaluation using the Preschool Language Scale-4 (PLS-4; Zimmerman, Steiner, & Pond, 2002) and Peabody Picture Vocabulary Test-Ill (PPVT-III; Dunn & Dunn, 1997). Based on language data, we will observe 30 children with language delays and 30 with typical language development in their classroom for 60 minutes during structured activities and 60 minutes during unstructured activities. Measures of children's behaviors will be collected from direct observation using the Multi-Option Observation System for Experimental Studies (MOOSES). Teacher-reported problem behaviors will be assessed with the Child Behavior Checklist-Teacher Report Form (CTRF/11/2-5, Achenbach, 2001) and Social Skills Rating System (SSRS, Gresham & Elliot, 1990). The proposed study will contribute to the understanding of the relationship among language development, behavioral functioning, and social skills in Head Start children, and will provide an observation protocol for evaluating problem behaviors in this population. Together, improved understanding and a validated observation protocol will enable a more effective early intervention.

描述（由申请人提供）：长期以来，人们都知道儿童的语言延迟和行为问题经常同时发生（Cantwell & Baker，1985）。通常情况下，研究人员调查语言延迟和问题行为之间的关系，使用行为评级量表来衡量儿童的社会和问题行为。评级量表有固有的局限性，包括依赖的线人知识的儿童和上下文，低交叉线人协议，和不敏感的问题行为水平低于临床阈值。观察方法可以补充评级量表，提供更客观和直接的措施，儿童行为的背景。然而，很少有研究使用观察方法纵向研究这种关系。本研究旨在探讨语言延迟和问题行为之间的关系（同时测量，并在6个月和6个月的后续行动），在样本的4岁低收入家庭的开端计划（N=60）。本纵向研究的目的是：（a）学前语言发育迟缓儿童与正常语言发育儿童在社会/行为特征上的平均差异;（B）语言发育迟缓程度与启智儿童问题行为和社会技能的关系;（c）启智儿童早期语言能力与后期行为的关系。三个学前教育中心的所有4岁儿童将在初始评估时使用学前语言量表-4（PLS-4;齐默尔曼，Steiner，& Pond，2002）和皮博迪图片词汇测试-III（PPVT-III; Dunn & Dunn，1997）进行筛查。基于语言数据，我们将观察30名语言延迟儿童和30名典型语言发展儿童在课堂上进行结构化活动60分钟和非结构化活动60分钟。儿童行为的测量将使用实验研究多选项观察系统（MOOSES）从直接观察中收集。教师报告的问题行为将使用儿童行为检查表-教师报告表（CTRF/11/2-5，Achenbach，2001）和社会技能评定系统（SSRS，格雷欣和埃利奥特，1990）进行评估。拟议的研究将有助于理解语言发展，行为功能和社会技能之间的关系，在头开始的儿童，并将提供一个观察协议，以评估在这个人群中的问题行为。提高认识和制定有效的观察方案将有助于更有效的早期干预。