Developmental Relations Between Language Ability and Behavior Problems

The PI will conduct an exploratory study to address the following specific aims: (1) examine longitudinal associations between language impairments and behavior problems, (2) examine how changes in language ability and behavior problems influence academic achievement, (3) compare the relations of teacher-ratings of language and behavior to direct assessments of language and behavior, and (4) conduct exploratory analyses of potential moderators and mediators of associations between language and behavior (i.e., gender, pre-K exposure, attention, and socioeconomic status). During Year 1, the PI will recruit the first cohort of kindergarten students (and their teachers) to participate in the study. Students will be screened 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 meet inclusion criteria will participate in further direct and observational assessments of language and behavior, during the fall and spring of Year 1. Participating teachers will also complete assessments of students' language, behavior, and attention at both time points. During Year 2, Cohort 1 students and teachers will complete assessments at two more time points, in the fall and spring. Measures of achievement will also be collected at the first and last time point. At the end of Year 2, data collection for Cohort 1 will be completed. Years 3 and 4 will mirror Years 1 and 2 but with a second cohort of students and their teachers. Data will be analyzed using latent change score models to address the specific research aims.