A Longitudinal Examination of Language Skills, Social Skills, and Behavior Problems of Preschool Children From Low-Income Families. (November 2020)

• Record Type: Journal Article
• Authors: Davis, Alexandra Nicole; Qi, Cathy Huaqing
• Is Part Of: Topics in early childhood special education. Volume 40:Number 3(2020:Nov.)
• Page Start: 172
• Page End: 186
• Publication Date: 2020-11
• Subjects: language skills -- social skills -- behavior problems -- preschool children -- Head Start; Children with disabilities -- Education (Preschool) -- Periodicals; Child Development -- Periodicals; Education, Special -- Periodicals; Enfants handicapés -- Enseignement préscolaire -- Périodiques; Éducation précoce; Éducation préscolaire; Éducation spéciale; Enfant handicapé; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.905
• DOI: 10.1177/0271121420946104
• Languages: English
• ISSNs: 0271-1214

Abstract

We examined the relations between language skills and behavior problems and whether social skills mediated these relations among preschool children enrolled in Head Start programs. Participants included 242 preschool children and their parents in Head Start programs. Over a 2-year period, parents and teachers reported children's behavior problems using the Child Behavior Checklist Ages 1½-5, and social skills using the Social Skills Improvement System-Rating Scales. Children's expressive and receptive language skills were assessed individually using the Preschool Language Scale-5 . Results suggested that children's early receptive language predicted later teacher-reported child internalizing and externalizing behaviors. Social skills did not mediate associations between language skills and parent- or teacher-reported child behavior problems.