A Longitudinal Study: Language and Behavior Problems

描述(由申请人提供)：众所周知，儿童的语言延迟和行为问题经常同时发生(Cantwell&Baker，1985)。通常，研究语言延迟和问题行为之间关系的研究人员会使用行为评定量表来衡量儿童的社交和问题行为。评定量表有内在的局限性，包括对儿童和背景的告密者知识的依赖，交叉告密者的低一致性，以及对低于临床阈值的问题行为水平的不敏感。观察法可以通过提供更客观和直接的儿童行为背景测量来补充评级标准。然而，很少有研究使用观测方法对这种关系进行纵向检验。本研究从Head Start项目(N=60)的低收入家庭中抽取4岁儿童作为样本，研究语言延迟与问题行为(同时测量，6个月和6个月随访)之间的关系。这项纵向研究的目的是考察(A)学龄前语言发育迟缓儿童和语言发育典型儿童在社会/行为特征上的平均差异；(B)学前儿童语言延迟程度与问题行为和社会技能的关系；以及(C)学前儿童早期语言能力与较晚行为的关系。三个启蒙中心的所有4岁儿童将在最初的评估中使用学龄前语言4级(PLS-4；Zimmerman，Steiner，&Pond，2002)和皮博迪图片词汇测试-Ill(PPVT-III；Dunn&Dunn，1997)进行筛查。基于语言数据，我们将观察30名语言迟缓儿童和30名典型语言发展儿童在他们的课堂上进行60分钟的结构化活动和60分钟的非结构化活动。儿童行为的测量将通过使用多选项实验研究观察系统(MOOS)的直接观察来收集。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)和社会技能评估系统(SSRS，Gresham&Elliot，1990)进行评估。这项研究将有助于理解学前班儿童语言发展、行为功能和社会技能之间的关系，并将为评估这一群体中的问题行为提供一个观察方案。总而言之，更好的理解和有效的观察方案将使早期干预更加有效。

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.