Profiles of Problem Behavior in Children With Varying Language Ability

被引:26
作者
Chow, Jason C. [1 ]
Wehby, Joseph H. [2 ]
机构
[1] Virginia Commonwealth Univ, Richmond, VA USA
[2] Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA
关键词
behavior(s); language; disorders; disabilities; measurement; SCHOOL CONTEXT; STUDENTS; IMPAIRMENT; SKILLS;
D O I
10.1177/1063426617733714
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
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.
引用
收藏
页码:110 / 118
页数:9
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