Problem Behaviors of Low-Income Children With Language Delays

2004 ◽  
Vol 47 (3) ◽  
pp. 595-609 ◽  
Author(s):  
Cathy Huaqing Qi ◽  
Ann P. Kaiser
Keyword(s):  
Social Skills ◽  
Language Development ◽  
Problem Behaviors ◽  
Low Income ◽  
Child Behavior Checklist ◽  
Language Delays ◽  
Observational Measures ◽  
Increased Risk ◽  
Teacher Report Form ◽  
Low Income Families

Children from low-income families are at increased risk for significant behavioral and language problems. Early identification of these problems is essential for effective intervention. The purpose of the present study was to use multiple behavioral assessments to examine the behavioral profiles of sixty 3- and 4-year-old children from low-income families enrolled in Head Start programs and to compare the behavior characteristics of 32 children with language delays with those of 28 children with typical language development. Teachers completed the Child Behavior Checklist/Caregiver-Teacher Report Form/2–5 (CTRF; T. M. Achenbach, 1997) and the Social Skills Rating System (SSRS; F. M. Gresham & S. N. Elliott, 1990), and children were observed in the classrooms during structured and unstructured activities. Children with language delays exhibited more problem behaviors and poorer social skills on some of the observational measures than did children with typical language development, as predicted, but not on all.

scholarly journals Infant Communication and Subsequent Language Development in Children from Low-Income Families

2012 ◽  
pp. 1 ◽  
Author(s):  
Carolyn Brockmeyer Cates ◽  
Benard P. Dreyer ◽  
Samantha B. Berkule ◽  
Lisa J. White ◽  
Jenny A. Arevalo ◽  
...  
Keyword(s):  
Language Development ◽  
Low Income ◽  
Low Income Families

The Factor Structure of Child Behavior Checklist Scores With Elementary School Students Referred to Counseling Within Low-Income Communities

2019 ◽  
pp. 153450841989509
Author(s):  
Saundra M. Tabet ◽  
Mary K. Perleoni ◽  
Dalena Dillman Taylor ◽  
Viki P. Kelchner ◽  
Glenn W. Lambie
Keyword(s):  
Child Behavior ◽  
Factor Structure ◽  
Low Income ◽  
Child Behavior Checklist ◽  
Principal Component ◽  
Internal Consistency Reliability ◽  
School Students ◽  
Low Income Families ◽  
American Children ◽  
Parsimonious Model

The Child Behavior Checklist (CBCL) is one of the most frequently used assessments of social, emotional, and behavioral functioning; however, previous research has noted inconsistency in the factor structure and items included on the Child Behavior Checklist for Ages 6 to 18 Years (CBCL/6-18) when tested with diverse samples of client populations. Thus, the purpose of our investigation was to examine the factor structure of CBCL/6-18 scores ( N = 459) with diverse American children referred to receive school-based mental health counseling enrolled in five Title I elementary schools in the Southeastern United States. We performed confirmatory factor analysis (CFA) and principal component analysis (PCA) on CBCL/6-18 scores to examine the factor structure and internal consistency reliability of the data. Results demonstrated an inadequate fit for model and further data analyses resulted in a three-factor, 32-item model (41.40% of the variance explained). Implications of the findings support a new conceptual framework of the CBCL/6-18 to provide a more parsimonious model when working with diverse populations, specifically children from low-income families.

Mothers' Economic Hardship and Behavior Problems in Their Early Adolescents

2008 ◽  
Vol 30 (4) ◽  
pp. 511-531 ◽  
Author(s):  
Ginger Lockhart Burrell ◽  
Mark W. Roosa
Keyword(s):  
Behavior Problems ◽  
Problem Behaviors ◽  
Low Income ◽  
Economic Hardship ◽  
Stress Process ◽  
Adolescent Problem Behavior ◽  
Contextual Theory ◽  
Low Income Families ◽  
Multiple Domains ◽  
And Behavior

Concerns about the heightened prevalence of behavior problems among adolescents from low-income families have prompted researchers to understand processes through which economic variables influence functioning within multiple domains. Guided by a stress process framework and social contextual theory, this study examines processes linking perceived economic hardship and adolescent problem behavior in a sample of urban families. It hypothesizes that stress process variables experienced by mothers contribute to adolescents' functioning within the family, academic, and peer domains, which ultimately predict behavior problems. Results show a good fit of the models to the data, suggesting that the integration of stress process and social contextual approaches may be of particular use for scholars interested in understanding economic influences on adolescent problem behaviors.

Rural-Urban Blood Lead Differences in North Carolina Children

PEDIATRICS ◽  
1994 ◽  
Vol 94 (1) ◽  
pp. 59-64
Author(s):  
Edward H. Norman ◽  
W. Clayton Bordley ◽  
Irva Hertz-Picciotto ◽  
Dale A. Newton
Keyword(s):  
North Carolina ◽  
Rural Communities ◽  
Low Income ◽  
Lead Level ◽  
Blood Lead ◽  
Elevated Blood ◽  
Local Public Health ◽  
Screening Programs ◽  
Increased Risk ◽  
Low Income Families

Objective. To examine the prevalence of and risk factors for having a blood lead elevation among young children in a predominantly rural state. Methods. 20 720 North Carolina children at least 6 months and <6 years of age were screened between November 1, 1992 and April 30, 1993 using either capillary or venous measurements of blood lead. Children were tested through routine screening programs that target low-income families and, hence, were not randomly selected. Eighty-one percent of the children were screened through local public health departments, and 19% were tested at private clinics. Results. The estimated prevalences of having an elevated blood lead level among those tested were: 20.2% (≥10 µg/dL), 3.2% (≥15 µg/dL), and 1.1% (≥20 µdL). Black children were at substantially increased risk of having a blood lead ≥15 µ/dL (odds ratio (OR) 2.1, 95% confidence interval (CI) 1.7 to 2.5). Children aged 2 years old had an elevated risk (OR = 1.4, 95% CI 1.1 to 1.7) compared to 1-year-olds, and males were at slightly increased risk (OR = 1.2, 95% CI = 1.0 to 14). Living in a rural county was nearly as strong a risk factor as race (OR = 1.9, 95% CI = 1.6 to 24). The effect of rural residence was even greater among certain subgroups of children already at highest risk of having an elevated blood lead. The type of clinic (public vs private) where a child was screened was not associated with blood lead outcome. These same trends were seen for children with blood lead levels ≥20 µ/dL. Conclusions. Among children screened from rural communities, the prevalence of elevated blood lead is surprisingly high. Though few physicians have embraced universal lead screening, these data support the need for greater awareness of lead exposure in children living outside of inner-cities.

scholarly journals The impact of living on the streets on latency children's friendships

1998 ◽  
Vol 32 (3) ◽  
pp. 273-280 ◽  
Author(s):  
Luís A. Rohde ◽  
Maria Helena M. Ferreira ◽  
Andréa Zomer ◽  
Letícia Forster ◽  
Heloisa Zimmermann
Keyword(s):  
Social Skills ◽  
Low Income ◽  
Street Children ◽  
Self Esteem ◽  
Porto Alegre ◽  
Developmental Appropriateness ◽  
Low Income Families ◽  
The Impact

OBJECTIVE: This is a study to evaluate friendships in latency street boys of Porto Alegre, RGS, Brazil. METHODS: A sample of 30 latency street boys was compared with a sample of 51 latency boys living with their low income families, using the Cornell Interview of Peers and Friends (CIPF). RESULTS: The two groups had a significantly different CIPF global scores, and the boys of the street group had the highest mean score. Also, boys of the street had significantly lower developmental appropriateness, self-esteem and social skills scores than boys living with a family. CONCLUSIONS: The urgent need for intervention street children, especially on boys of the street, is emphasized.

Patterns of Social-Emotional Needs and Trajectories of Aggression and Substance Use Among Middle School Boys

2018 ◽  
Vol 39 (9) ◽  
pp. 1217-1243 ◽  
Author(s):  
Kevin Tan ◽  
Deborah Gorman-Smith ◽  
Michael Schoeny ◽  
Yoonsun Choi
Keyword(s):  
Middle School ◽  
Substance Use ◽  
Social Skills ◽  
Problem Behaviors ◽  
Latent Class ◽  
Eighth Grade ◽  
Behavioral Risk ◽  
Social Emotional ◽  
Increased Risk ◽  
Positive Social Skills

Co-occurring social-emotional problems are associated with increased risk of aggression and substance use. However, few studies examine their configurational patterns. This study identifies patterns of co-occurring social skills, anxiety, learning, and conduct problems among 2,632 urban boys at entry into sixth grade, and their related aggression and substance use trajectories through eighth grade. Latent class analysis revealed four patterns at school entry: “low-all,” “poor social skills,” “positive social skills,” and “high all.” Findings point to important variation in risk. Problem behaviors increased the least through middle school for the “low-all” pattern. The “positive social skills” pattern had an average increase, while the “poor social skills” pattern had higher levels of problem behaviors in sixth and seventh grade. The “high all” showed the fastest increase in problem behaviors and the highest levels in eighth grade. Discussion focuses on implications for a multi-tiered school-based system of supports for behavioral risk management.

Otitis Media in Early Childhood and Later Language

1991 ◽  
Vol 34 (5) ◽  
pp. 1158-1168 ◽  
Author(s):  
Joanne E. Roberts ◽  
Margaret R. Burchinal ◽  
Brenda P. Davis ◽  
Albert M. Collier ◽  
Frederick W. Henderson
Keyword(s):  
Cohort Study ◽  
Language Development ◽  
Standardized Tests ◽  
Otitis Media ◽  
Low Income ◽  
Otitis Media With Effusion ◽  
Low Income Families ◽  
The Relationship ◽  
Middle Class Families ◽  
Language Sample

The relationship between early otitis media with effusion (OME) experience and later language development was examined in a prospective cohort study of 30 children from middle-class families and 33 children from low-income families. Ear status was monitored using otoscopy and tympanometry during wellness and illness periods between birth and 3 years of age. Language was assessed using standardized tests and a language sample between 4 1/2 and 6 years Findings suggested no reliable relationship between early OME experience and later language development.

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