Profiles of Problem Behavior in Children with Varying Language Ability

Autor/inn/en	Chow, Jason C.; Wehby, Joseph H.
Titel	Profiles of Problem Behavior in Children with Varying Language Ability
Quelle	In: Journal of Emotional and Behavioral Disorders, 27 (2019) 2, S.110-118 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426617733714
Schlagwörter	Behavior Problems; Language Skills; School Districts; Elementary School Students; At Risk Students; Emotional Disturbances; Oral Language; Teacher Attitudes; Profiles; Correlation; Aggression; Observation; Learner Engagement; Academic Achievement; Behavior Disorders; Screening Tests; Student Behavior; Achievement Tests; Systematic Screening for Behavior Disorders; Adaptive Behavior Scale; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; School district; Schulbezirk; Gefühlsstörung; Oral interpretation; Mündlicher Sprachgebrauch; Lehrerverhalten; Charakterisierung; Profilanalyse; Korrelation; Beobachtung; Schulleistung; Screening-Verfahren; Student behaviour; Schülerverhalten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The purpose of this study was to explore the relationships between language behavior in students with or at risk of emotional and behavioral disorders. School-age students in K-4 grades (N = 300, 76% male) were sampled across three school districts. Students were grouped based on oral language ability and measured on teacher-rated subscales of problem behavior and direct observation of classroom behavior. Profile analyses revealed that language ability was associated with direct observation measures of classroom behaviors. Lower language was associated with higher rates of aggression, and higher language was associated with higher rates of academic engagement. Incongruent results relative to teacher-rated and directly observed behavior, limitations, and implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01