Project Activities
Research plan
The PI conducted an exploratory study to: (1) examine associations between language impairments and behavior problems; (2) examine associations between language impairments, behavior problems, and academic achievement; (3) compare the relations of teacher-ratings of language and behavior to direct assessments of language and behavior; and (4) examine potential moderators and mediators of associations between language and behavior (gender, pre-K exposure, attention, and socioeconomic status). To begin, the PI screened and recruited a sample of kindergarten students (and their teachers) to participate in the study. Students were screened in the fall using a language assessment and a behavior rating scale to identify approximately equal numbers of students at risk for language disorders, students at risk for emotional and behavioral disorders, students at risk for both disorders, and a group of students who are not at risk. Students who met inclusion criteria participated in further direct and observational assessments of language and behavior at two timepoints. Participating teachers also completed assessments of students' language, behavior, and attention. Data from school records on students’ achievement were collected in subsequent years. Data were analyzed to address the specific research aims.
Career plan
Through a career development plan, the PI (a) established a line of inquiry aimed at understanding developmental relations between language and behavior, (b) developed knowledge and skills in advanced longitudinal analyses, (c) enhanced skills related to establishing and maintaining partnerships with schools and districts, and (d) developed grant-writing and grant-management skills. To accomplish these goals, the PI participated in regular meetings with mentors, advanced statistical training workshops, advisory board meetings with senior researchers and methodologists, and national conferences.
Key outcomes
Key Outcomes: The main findings of this project, as reported by the PI, are as follows:
- Children at risk for language disorders and children at risk for behavior disorders were significantly less central to the classroom social network than children without language disorders, and those children were substantially less likely to have mutual friendships.
- Stronger oral language skills in kindergarten were associated with higher reading and math performance in third grade.
- Teacher ratings of language and directly assessed language in kindergarten were both positively associated with first-grade language skills.
- Teacher ratings of behavior were concurrently and positively associated with language and classroom social status and friendship development.
People and institutions involved
IES program contact(s)
Project contributors
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