Interaction of Adrenocortical Activity and Autonomic Arousal on Children’s Externalizing and Internalizing Behavior Problems

2014 ◽  
Vol 43 (1) ◽  
pp. 189-202 ◽  
Author(s):  
Frances R. Chen ◽  
Adrian Raine ◽  
Liana Soyfer ◽  
Douglas A. Granger
Keyword(s):  
Behavior Problems ◽  
Internalizing Behavior ◽  
Autonomic Arousal ◽  
Internalizing Behavior Problems ◽  
Adrenocortical Activity

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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