The Longitudinal Effects of Early Language Intervention on Children's Problem Behaviors
Researchers examined whether a parent-implemented language intervention improved problem behaviors 1 year after intervention. Ninety-seven children with language delays (mean age at 12-month followup = 48.22 months) were randomized to receive Enhanced Milieu Teaching (EMT) language intervention or b...
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| Veröffentlicht in: | Child development 2019-03, Vol.90 (2), p.576-592 |
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| creator | Curtis, Philip R. Estabrook, Ryne Kaiser, Ann P. Roberts, Megan Y. |
| description | Researchers examined whether a parent-implemented language intervention improved problem behaviors 1 year after intervention. Ninety-seven children with language delays (mean age at 12-month followup = 48.22 months) were randomized to receive Enhanced Milieu Teaching (EMT) language intervention or business as usual treatment. Twelve months after the intervention ended, children in the EMT intervention condition displayed lower rates of parent-reported externalizing, internalizing, and total problem behaviors. A mediation analysis revealed that the relation between EMT and problem behaviors was partially mediated by child rate of communication for both internalizing and total problem behaviors. A developmental framework is proposed to explain the impact of EMT on problem behaviors, and future lines of research are discussed. |
| doi_str_mv | 10.1111/cdev.12942 |
| format | Article |
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Ninety-seven children with language delays (mean age at 12-month followup = 48.22 months) were randomized to receive Enhanced Milieu Teaching (EMT) language intervention or business as usual treatment. Twelve months after the intervention ended, children in the EMT intervention condition displayed lower rates of parent-reported externalizing, internalizing, and total problem behaviors. A mediation analysis revealed that the relation between EMT and problem behaviors was partially mediated by child rate of communication for both internalizing and total problem behaviors. A developmental framework is proposed to explain the impact of EMT on problem behaviors, and future lines of research are discussed.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.1111/cdev.12942</identifier><identifier>PMID: 28872672</identifier><language>eng</language><publisher>United States: Wiley for the Society for Research in Child Development</publisher><subject>Behavior Change ; Behavior Problems ; Child Behavior Disorders - therapy ; Child, Preschool ; Children ; Communication Skills ; Delayed Speech ; Early intervention ; Early Intervention, Educational ; EMPIRICAL ARTICLES ; Female ; Humans ; Internalization ; Intervention ; Language ; Language Acquisition ; Language Development Disorders - therapy ; Language disorders ; Language Impairments ; Longitudinal Studies ; Male ; Outcomes of Treatment ; Parent Attitudes ; Parent Child Relationship ; Problem Behavior ; Remedial Teaching ; Teaching ; Teaching Methods ; Toddlers ; Treatment Outcome</subject><ispartof>Child development, 2019-03, Vol.90 (2), p.576-592</ispartof><rights>2019 The Society for Research in Child Development, Inc.</rights><rights>2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.</rights><rights>Child Development © 2019 The Society for Research in Child Development, Inc.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4922-e79a7ba37958edffec9ee51491fc577878e92476d277c30e54a06e63e962e7c83</citedby><cites>FETCH-LOGICAL-c4922-e79a7ba37958edffec9ee51491fc577878e92476d277c30e54a06e63e962e7c83</cites><orcidid>0000-0003-1004-2901</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fcdev.12942$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fcdev.12942$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>230,314,776,780,881,1411,27901,27902,30976,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1208152$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/28872672$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Curtis, Philip R.</creatorcontrib><creatorcontrib>Estabrook, Ryne</creatorcontrib><creatorcontrib>Kaiser, Ann P.</creatorcontrib><creatorcontrib>Roberts, Megan Y.</creatorcontrib><title>The Longitudinal Effects of Early Language Intervention on Children's Problem Behaviors</title><title>Child development</title><addtitle>Child Dev</addtitle><description>Researchers examined whether a parent-implemented language intervention improved problem behaviors 1 year after intervention. Ninety-seven children with language delays (mean age at 12-month followup = 48.22 months) were randomized to receive Enhanced Milieu Teaching (EMT) language intervention or business as usual treatment. Twelve months after the intervention ended, children in the EMT intervention condition displayed lower rates of parent-reported externalizing, internalizing, and total problem behaviors. A mediation analysis revealed that the relation between EMT and problem behaviors was partially mediated by child rate of communication for both internalizing and total problem behaviors. A developmental framework is proposed to explain the impact of EMT on problem behaviors, and future lines of research are discussed.</description><subject>Behavior Change</subject><subject>Behavior Problems</subject><subject>Child Behavior Disorders - therapy</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Communication Skills</subject><subject>Delayed Speech</subject><subject>Early intervention</subject><subject>Early Intervention, Educational</subject><subject>EMPIRICAL ARTICLES</subject><subject>Female</subject><subject>Humans</subject><subject>Internalization</subject><subject>Intervention</subject><subject>Language</subject><subject>Language Acquisition</subject><subject>Language Development Disorders - therapy</subject><subject>Language disorders</subject><subject>Language Impairments</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Outcomes of Treatment</subject><subject>Parent Attitudes</subject><subject>Parent Child Relationship</subject><subject>Problem Behavior</subject><subject>Remedial Teaching</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>Toddlers</subject><subject>Treatment Outcome</subject><issn>0009-3920</issn><issn>1467-8624</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kc-L1DAcxYMo7uzqxbtS8KAIXZM0zY-LoGPVlQE9rHoMmfTbmQydZE3aWea_N3VmB_VgCZTwPnnvmzyEnhB8SfL32rawuyRUMXoPzQjjopScsvtohjFWZaUoPkPnKW3ylnJVPURnVEpBuaAz9ON6DcUi-JUbxtZ50xdN14EdUhG6ojGx3xcL41ejWUFx5QeIO_CDC77Ia752fRvBv0jF1xiWPWyLd7A2OxdieoQedKZP8Pj4v0DfPjTX80_l4svHq_nbRWmZorQEoYxYmkqoWkI7JSuAmjBFOlsLIYUERZngLRXCVhhqZjAHXoHiFISV1QV6c_C9GZdbaG2eLppe30S3NXGvg3H6b8W7tV6Fna5lDsUqG7w8GsTwc4Q06K1LFvreeAhj0kRVtSRU0Al9_g-6CWPMb5Y0JVJhQgTBmXp1oGwMKUXoTsMQrKe-9NSX_t1Xhp_9Of4JvSsoA08PAERnT3LzmVAsST3p5KDfuh72_4nS8_fN97vQo-cmDSGezrA6X0BxVv0C2rCzZg</recordid><startdate>201903</startdate><enddate>201903</enddate><creator>Curtis, Philip R.</creator><creator>Estabrook, Ryne</creator><creator>Kaiser, Ann P.</creator><creator>Roberts, Megan Y.</creator><general>Wiley for the Society for Research in Child Development</general><general>Wiley-Blackwell</general><general>Blackwell Publishing Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TK</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>U9A</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0003-1004-2901</orcidid></search><sort><creationdate>201903</creationdate><title>The Longitudinal Effects of Early Language Intervention on Children's Problem Behaviors</title><author>Curtis, Philip R. ; 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| source | Applied Social Sciences Index & Abstracts (ASSIA); Education Source (EBSCOhost); MEDLINE; Wiley Online Library Journals Frontfile Complete |
| subjects | Behavior Change Behavior Problems Child Behavior Disorders - therapy Child, Preschool Children Communication Skills Delayed Speech Early intervention Early Intervention, Educational EMPIRICAL ARTICLES Female Humans Internalization Intervention Language Language Acquisition Language Development Disorders - therapy Language disorders Language Impairments Longitudinal Studies Male Outcomes of Treatment Parent Attitudes Parent Child Relationship Problem Behavior Remedial Teaching Teaching Teaching Methods Toddlers Treatment Outcome |
| title | The Longitudinal Effects of Early Language Intervention on Children's Problem Behaviors |
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