scholarly journals A meta‐analytic approach to the association between inhibitory control and parent‐reported behavioral adjustment in typically‐developing children: Differentiating externalizing and internalizing behavior problems

2021 ◽  
Author(s):  
Philipp Berger ◽  
David Buttelmann
Keyword(s):  
Behavior Problems ◽  
Inhibitory Control ◽  
Behavioral Adjustment ◽  
Internalizing Behavior ◽  
Analytic Approach ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Internalizing Behavior Problems

scholarly journals Language and internalizing and externalizing behavioral adjustment: Developmental pathways from childhood to adolescence

2013 ◽  
Vol 25 (3) ◽  
pp. 857-878 ◽  
Author(s):  
Marc H. Bornstein ◽  
Chun-Shin Hahn ◽  
Joan T. D. Suwalsky
Keyword(s):  
Behavior Problems ◽  
Externalizing Behavior ◽  
Behavioral Adjustment ◽  
Internalizing Behavior ◽  
Data Series ◽  
Family Socioeconomic Status ◽  
Intelligence Education ◽  
Analysis Models ◽  
Prospective Longitudinal ◽  
Internalizing And Externalizing

AbstractTwo independent prospective longitudinal studies that cumulatively spanned the age interval from 4 years to 14 years used multiwave designs to investigate developmental associations between language and behavioral adjustment (internalizing and externalizing behavior problems). Altogether 224 children, their mothers, and teachers provided data. Series of nested path analysis models were used to determine the most parsimonious and plausible paths among the three constructs over and above stability in each across age and their covariation at each age. In both studies, children with poorer language skills in early childhood had more internalizing behavior problems in later childhood and in early adolescence. These developmental paths between language and behavioral adjustment held after taking into consideration children's nonverbal intellectual functioning, maternal verbal intelligence, education, parenting knowledge, and social desirability bias, as well as family socioeconomic status, and they applied equally to girls and boys.

Bidirectional Relationship Between Language Skills and Behavior Problems in Preschool Children From Low-Income Families

2019 ◽  
Vol 28 (2) ◽  
pp. 114-128
Author(s):  
Krystal Bichay-Awadalla ◽  
Cathy Huaqing Qi ◽  
Rebecca J. Bulotsky-Shearer ◽  
Judith J. Carta
Keyword(s):  
Preschool Children ◽  
Behavior Problems ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Internalizing Behavior ◽  
Equation Modeling ◽  
Internalizing Behavior Problems ◽  
Bidirectional Relationship ◽  
And Behavior

The purpose of this study was to examine the longitudinal, bidirectional relationship between language skills and behavior problems in a sample of 194 preschool children enrolled in Head Start programs. Children were individually assessed using the Preschool Language Scale-5, and teachers completed the Child Behavior Checklist-Teacher Report 1½–5. Cross-lagged path models using a structural equation modeling approach tested the reciprocal associations between language skills and behavior problems over the preschool year. Findings supported a bidirectional relationship between internalizing behavior problems and expressive language skills. However, findings supported a unidirectional association between early receptive language skills and later internalizing behavior problems. Gender moderated the relationship between receptive and expressive language skills and internalizing behavior problems in such a way that the association was only significant for girls. Implications for early intervention and prevention efforts targeting language development and behavior problems were discussed.

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