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Language, learning, and behavioral disturbances in childhood: a longitudinal perspective.
J Am Acad Child Adolesc Psychiatry. 1993 May; 32(3):585-94.JA

Abstract

OBJECTIVE

Investigate longitudinally the course of development of preschool learning impaired (LI) children to better understand the interaction between neurodevelopmental delay, behavioral/emotional disorders, and language development and disorders.

METHOD

Relationships between developmental language disorders and emotional problems were investigated in 99 8-year-old specifically language impaired and control children originally assessed at age 4 years using the Achenbach Child Behavior Checklist and the Conners' Parents Questionnaire.

RESULTS

LI children received higher behavior problem scores and were more likely to score in the clinical range than were control children. Neither degree of early language impairment nor amount of language improvement predicted 8-year behavioral/emotional status. LI children with the largest drop in IQ between ages 4 and 8 received the highest behavior problem scores. No significant comorbid relationship was seen between LI and attention-deficit hyperactivity disorder.

CONCLUSIONS

The enhanced incidence of behavior problems reported heretofore may be related more to lower IQ than to linguistic deficit per se. Care must be taken to differentiate the symptoms of neurodevelopmental delay and emotional disturbance, however, preschool children with scores in the clinical range on such measures should be referred for additional evaluation.

Authors+Show Affiliations

Center for Molecular and Behavioral Neuroscience, Rutgers University, Newark, NJ 07102.No affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Research Support, U.S. Gov't, P.H.S.

Language

eng

PubMed ID

8496123

Citation

Benasich, A A., et al. "Language, Learning, and Behavioral Disturbances in Childhood: a Longitudinal Perspective." Journal of the American Academy of Child and Adolescent Psychiatry, vol. 32, no. 3, 1993, pp. 585-94.
Benasich AA, Curtiss S, Tallal P. Language, learning, and behavioral disturbances in childhood: a longitudinal perspective. J Am Acad Child Adolesc Psychiatry. 1993;32(3):585-94.
Benasich, A. A., Curtiss, S., & Tallal, P. (1993). Language, learning, and behavioral disturbances in childhood: a longitudinal perspective. Journal of the American Academy of Child and Adolescent Psychiatry, 32(3), 585-94.
Benasich AA, Curtiss S, Tallal P. Language, Learning, and Behavioral Disturbances in Childhood: a Longitudinal Perspective. J Am Acad Child Adolesc Psychiatry. 1993;32(3):585-94. PubMed PMID: 8496123.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Language, learning, and behavioral disturbances in childhood: a longitudinal perspective. AU - Benasich,A A, AU - Curtiss,S, AU - Tallal,P, PY - 1993/5/1/pubmed PY - 1993/5/1/medline PY - 1993/5/1/entrez SP - 585 EP - 94 JF - Journal of the American Academy of Child and Adolescent Psychiatry JO - J Am Acad Child Adolesc Psychiatry VL - 32 IS - 3 N2 - OBJECTIVE: Investigate longitudinally the course of development of preschool learning impaired (LI) children to better understand the interaction between neurodevelopmental delay, behavioral/emotional disorders, and language development and disorders. METHOD: Relationships between developmental language disorders and emotional problems were investigated in 99 8-year-old specifically language impaired and control children originally assessed at age 4 years using the Achenbach Child Behavior Checklist and the Conners' Parents Questionnaire. RESULTS: LI children received higher behavior problem scores and were more likely to score in the clinical range than were control children. Neither degree of early language impairment nor amount of language improvement predicted 8-year behavioral/emotional status. LI children with the largest drop in IQ between ages 4 and 8 received the highest behavior problem scores. No significant comorbid relationship was seen between LI and attention-deficit hyperactivity disorder. CONCLUSIONS: The enhanced incidence of behavior problems reported heretofore may be related more to lower IQ than to linguistic deficit per se. Care must be taken to differentiate the symptoms of neurodevelopmental delay and emotional disturbance, however, preschool children with scores in the clinical range on such measures should be referred for additional evaluation. SN - 0890-8567 UR - https://www.unboundmedicine.com/medline/citation/8496123/Language_learning_and_behavioral_disturbances_in_childhood:_a_longitudinal_perspective_ L2 - https://linkinghub.elsevier.com/retrieve/pii/S0890-8567(09)65269-2 DB - PRIME DP - Unbound Medicine ER -