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Child Language Difficulties and Internalizing and Externalizing Symptoms: A Meta-Analysis
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Hentges, Rochelle F.; Devereux, Chloe; Graham, Susan A.; Madigan, Sheri – Child Development, 2021
This study conducted two meta-analyses to synthesize the association between children's language skills and two broad-band dimensions of psychopathology: internalizing and externalizing. Pooled estimates across 139 samples (externalizing k = 105; internalizing k = 90) and 147,305 participants (age range: 2-17 years old; mean % males: 53.75; mean %…
Descriptors: Child Language, Meta Analysis, Correlation, Psychopathology
Family Involvement in Early Childhood Education and Care and Its Effects on the Social-Emotional and Language Skills of 3-Year-Old Children
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Cohen, Franziska; Anders, Yvonne – School Effectiveness and School Improvement, 2020
Cooperation between preschools and parents is one key dimension of pedagogical quality in early childhood education and care (ECEC). We examined the structural characteristics of ECEC that predict preschool cooperation activities and how they are associated with children's language and social-emotional skills at the age of 3. The results are based…
Descriptors: Family Involvement, Early Childhood Education, Social Development, Emotional Development
Early Childhood Predictors of the Social Competence of Adults with Autism
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Gillespie-Lynch, Kristen; Sepeta, Leigh; Wang, Yueyan; Marshall, Stephanie; Gomez, Lovella; Sigman, Marian; Hutman, Ted – Journal of Autism and Developmental Disorders, 2012
Longitudinal research into adult outcomes in autism remains limited. Unlike previous longitudinal examinations of adult outcome in autism, the twenty participants in this study were evaluated across multiple assessments between early childhood (M = 3.9 years) and adulthood (M = 26.6 years). In early childhood, responsiveness to joint attention…
Descriptors: Intelligence, Verbal Communication, Autism, Young Children
Developing Relationships between Language and Behaviour in Preschool Children from the Early Language in Victoria Study: Implications for Intervention
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Bretherton, Lesley; Prior, Margot; Bavin, Edith; Cini, Eileen; Eadie, Patricia; Reilly, Sheena – Emotional & Behavioural Difficulties, 2014
Following a biopsychosocial model, the study investigated the role of child factors (gender, IQ), maternal factors (psychological distress, maternal education and vocabulary, maternal distress) and environmental factors (SES) in the relationship between language impairment and behaviour problems in preschool children. Participants were drawn from…
Descriptors: Social Development, Emotional Development, Mothers, Parent Child Relationship
Can Emotional Language Skills Be Taught during Parent Training for Conduct Problem Children?
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Salmon, Karen; Dadds, Mark R.; Allen, Jennifer; Hawes, David J. – Child Psychiatry and Human Development, 2009
To assess the effectiveness of providing training in elaborative, emotion rich reminiscing (emotional reminiscing, ER) as an adjunct to Parent Management Training (PMT) for parents of children (N = 38, M age = 56.9, SD = 15.8 months) with oppositional behaviors. "Control" parents received PMT and non-language adjunct intervention, child-directed…
Descriptors: Emotional Intelligence, Play, Intervention, Preschool Children