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[Language Competence and Behavioural Problems in Preschool]
J K Rißling1, J Melzer1, B Menke2
1Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen.
Gesundheitswesen (Bundesverband Der Arzte Des Offentlichen Gesundheitsdienstes (Germany))
|October 31, 2015
Summary
Preschoolers with language disorders, especially in comprehension and pragmatics, face higher risks of behavioral and emotional issues. Early identification of specific language deficits is crucial for targeted interventions.
Area of Science:
- Child Psychology
- Developmental Linguistics
- Clinical Child Psychology
Background:
- Children with language disorders are prone to behavioral and emotional challenges.
- Understanding the link between specific language deficits and behavioral issues is essential for early intervention.
Purpose of the Study:
- To investigate if behavioral problems in preschoolers vary based on the type of language impairment.
- To examine the behavior of preschool children with distinct language impairments.
Main Methods:
- Analysis of data from 540 preschool children (ages 4-5).
- Classification of language impairments into phonetics/phonology, vocabulary, grammar, pragmatics, and multiple impairments.
- Comparison with a control group (197 children) and assessment of emotional and behavioral problems.
Main Results:
- Emotional and behavioral problems significantly differ based on the type of language deficit in preschoolers.
- Deficits in language comprehension, pragmatic impairments, and multiple language impairments are associated with increased risk of behavioral problems and hyperactivity.
- Language production deficits did not show a significant association with behavioral problems.
Conclusions:
- The connection between language skills and emotional/behavioral problems warrants emphasis in preschool developmental monitoring.
- Differentiated examination of pragmatic deficits and behavioral problems is vital for effective intervention planning.
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