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Children's Language Proficiency at Ages 2 and 3 as Predictors of Behavior Problems, Social and Cognitive Development at Age 3

University of Wyoming

Thomas Klee, PhD

University of Newcastle upon Tyne

Sarah Lee, M.S.

University of Wyoming

Karen C. Williams, PhD

University of Wyoming

Cecyle K. Perry, PhD

University of Wyoming

This study examined the relationship between language proficiency, behavior problems, and other areas of development in a sample of 36 children ranging from 36–40 months (M = 37.3; SD = 1.1). Although none of the children were in the clinical range of behavioral disturbance, the findings indicated a strong general association between deficiencies in both expressive and receptive language and children's behavioral difficulties. Specifically, deficits in expressive language at age 2 (M = 25.5 mo.; SD = 0.6 mo.) were more predictive of internalizing rather than externalizing behavior problems at age 3, including symptoms associated with anxiety and depression, withdrawal, sleep and somatic problems. However, deficits in receptive language at age 3 were more predictive of these same types of symptoms at age 3, along with more destructive kinds of behaviors. Scores on measures of receptive language abilities at age 2 were positively predictive of social and cognitive development at age 3. These findings indicate a need for early identification of language delays in young children to help prevent deficits in language that might be linked to behavior problems or delays in other areas of development. Further, our results suggest the need for early intervention, especially for children who display both language delays and behavioral difficulties.

Communication Disorders Quarterly, Vol. 19, No. 2, 21-30 (1998)
DOI: 10.1177/152574019801900203


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