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Language, learning, and behavioral disturbances in childhood: a longitudinal perspective
A A Benasich1, S Curtiss, P Tallal
1Center for Molecular and Behavioral Neuroscience, Rutgers University, Newark, NJ 07102.
Summary
Preschool children with learning impairments (LI) show more behavioral issues, but this is linked to lower IQ, not language deficits. Early identification and evaluation are crucial for children with clinical scores.
Area of Science:
- Child Psychology
- Developmental Neuroscience
- Speech-Language Pathology
Background:
- Learning impairments (LI) in preschoolers can co-occur with behavioral and emotional challenges.
- Understanding the interplay between neurodevelopmental delays, emotional disorders, and language development is critical for early intervention.
Purpose of the Study:
- To longitudinally examine the developmental trajectory of preschoolers with learning impairments.
- To clarify the relationship between neurodevelopmental delay, behavioral/emotional disorders, and language development.
Main Methods:
- A cohort of 99 children, identified as specifically language impaired (LI) or controls at age 4, were reassessed at age 8.
- The Achenbach Child Behavior Checklist and Conners' Parents Questionnaire were used to assess behavioral and emotional status.
Main Results:
- LI children exhibited higher behavior problem scores and a greater likelihood of clinical range scores compared to controls.
- Neither the severity of early language impairment nor language improvement predicted later behavioral/emotional status.
- A significant drop in IQ between ages 4 and 8 correlated with higher behavior problem scores in LI children.
Conclusions:
- Increased behavioral problems in LI children may be associated with lower IQ rather than linguistic deficits alone.
- Distinguishing between neurodevelopmental delay and emotional disturbance symptoms is essential.
- Preschoolers scoring in the clinical range on behavioral measures warrant further evaluation.