Hostname: page-component-7dd5485656-gs9qr Total loading time: 0 Render date: 2025-10-30T18:05:45.426Z Has data issue: false hasContentIssue false
  • English
  • Français

Predicting behavior problems in deaf and hearing children: The influences of language, attention, and parent–child communication

Published online by Cambridge University Press:  01 April 2009

David H. Barker ,
Alexandra L. Quittner ,
Nancy E. Fink ,
Laurie S. Eisenberg ,
Emily A. Tobey  and
John K. Niparko
David H. Barker*
Affiliation:
University of Miami
Alexandra L. Quittner
Affiliation:
University of Miami
Nancy E. Fink
Affiliation:
Johns Hopkins University
Laurie S. Eisenberg
Affiliation:
House Ear Institute
Emily A. Tobey
Affiliation:
University of Texas at Dallas
John K. Niparko
Affiliation:
Johns Hopkins University
*
Address correspondence and reprint requests to: David H. Barker, Department of Psychology, University of Miami, 5665 Ponce de Leon Boulevard, Coral Gables, FL 33146-0751; E-mail: dbarker@psy.miami.edu.
Get access Rights & Permissions [Opens in a new window]

Abstract

The development of language and communication may play an important role in the emergence of behavioral problems in young children, but they are rarely included in predictive models of behavioral development. In this study, cross-sectional relationships between language, attention, and behavior problems were examined using parent report, videotaped observations, and performance measures in a sample of 116 severely and profoundly deaf and 69 normally hearing children ages 1.5 to 5 years. Secondary analyses were performed on data collected as part of the Childhood Development After Cochlear Implantation Study, funded by the National Institutes of Health. Hearing-impaired children showed more language, attention, and behavioral difficulties, and spent less time communicating with their parents than normally hearing children. Structural equation modeling indicated there were significant relationships between language, attention, and child behavior problems. Language was associated with behavior problems both directly and indirectly through effects on attention. Amount of parent–child communication was not related to behavior problems.

Information

Type
Regular Articles
Information
Development and Psychopathology , Volume 21 , Issue 2 , May 2009 , pp. 373 - 392
Copyright
Copyright © Cambridge University Press 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Abidin, R. R. (1995). Parenting stress index (3rd ed.). Lutz, FL: Psychological Assessment Resources, Inc.Google Scholar
Achenbach, T. M., & Rescorla, L. A. (2000). Manual for the ASEBA preschool forms and profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.Google Scholar
Adamson, L. B., Bakeman, R., & Deckner, D. F. (2004). The development of symbol-infused joint engagement. Child Development, 75, 1171–1187.CrossRefGoogle ScholarPubMed
Albano, A. M., Chorpita, B. F., & Barlow, D. H. (2003). Childhood anxiety disorders. In Mash, E. J. & Barkley, R. A. (Eds.), Child psychopathology (2nd ed., pp. 279–329). New York: Guilford Press.Google Scholar
Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis (2nd ed.). New York: Cambridge University Press.CrossRefGoogle Scholar
Bayley, N. (1993). Bayley Scales of Infant Development (2nd ed.). San Antonio, TX: Psychological Corporation.Google Scholar
Beitchman, J. H., Wilson, B., Brownlie, E. B., Walters, H., Inglis, A., & Lancee, W. (1996). Long-term consistency in speech/language profiles II: Behavioral, emotional and social outcomes. Journal of the American Academy of Child & Adolescent Psychiatry, 35, 815–825.CrossRefGoogle ScholarPubMed
Beitchman, J. H., Wilson, B., Johnson, C. J., Atkinson, L., Young, A., Adalf, E., et al. (2001). Fourteen-year follow-up of speech/language-impaired and control children: Psychiatric outcome. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 75–82.CrossRefGoogle ScholarPubMed
Bell, M. A., Wolfe, C. D., & Adkins, D. R. (2007). Frontal lobe development during infancy and childhood: Contributions of brain electrical activity, temperament, and language to individual differences in working memory and inhibitory control. In Coch, D., Fischer, K. W., & Dawson, G. (Eds.), Human behavior, learning, and the developing brain: Typical development (pp. 247–278). New York: Guilford Press.Google Scholar
Belsky, J., Friedman, S., & Hsieh, K. H. (2001). Testing a core emotion–regulation prediction: Does early attentional persistence moderate the effect of infant negative emotionality on later development? Child Development, 72, 123–133.CrossRefGoogle ScholarPubMed
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 & Adolescent Psychiatry, 32, 585–595.CrossRefGoogle ScholarPubMed
Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.CrossRefGoogle Scholar
Bornstein, M. H., Selmi, A. M., Haynes, O. M., Painter, K. M., & Marx, E. S. (1999). Representational abilities and the hearing status of child/mother dyads. Child Development, 70, 833–852.CrossRefGoogle ScholarPubMed
Brownlie, E. B., Beitchman, J. H., Escobar, M., Young, A., Atkinson, L., Johnson, C., et al. (2004). Early language impairment and young adult delinquent and aggressive behavior. Journal of Abnormal Child Psychology, 32, 453–467.CrossRefGoogle Scholar
Campbell, S. B., Shaw, D. S., & Gilliom, M. (2000). Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment. Development and Psychopathology, 12, 467–488.CrossRefGoogle ScholarPubMed
Chao, P. C., Bryan, T., Burstein, K., & Ergul, C. (2006). Family-centered intervention for young children at risk for language and behavior problems. Early Childhood Education Journal, 34, 147–153.CrossRefGoogle Scholar
Clarke-Stewart, K. A., Allhusen, V. D., McDowell, D. J., Thelen, L., & Call, J. D. (2003). Identifying psychological problems in young children: How do mothers compare with child psychiatrists? Journal of Applied Developmental Psychology, 23, 589–624.CrossRefGoogle Scholar
Cohen, N. J., Menna, R., Vallance, D. D., Barwick, M. A., Im, N., & Horodezky, N. B. (1998). Language, social cognitive processing, and behavioral characteristics of psychiatrically disturbed children with previously identified and unsuspected language impairments. Journal of Child Psychology and Psychiatry, 39, 853–864.CrossRefGoogle ScholarPubMed
Cole, D. A., Maxwell, S. E., Arvey, R., & Salas, E. (1993). Multivariate group comparisons of variable systems: MANOVA and structural equation modeling. Psychological Bulletin, 114, 174–184.CrossRefGoogle Scholar
Dearing, E., & Hamilton, L. C. (2006). Contemporary advances and classical advice for analyzing mediating and moderating variables. Monographs of the Society for Research in Child Development, 71, 88–104.Google Scholar
Eyberg, S. M., Funderburk, B. W., Hembree-Kigin, T. L., McNeil, C. B., Querido, J. G., & Hood, K. K. (2001). Parent–child interaction therapy with behavior problem children: One and two year maintenance of treatment effects in the family. Child and Family Behavior Therapy, 23, 1–20.CrossRefGoogle Scholar
Fink, N. E., Wang, N. Y., Quittner, A. L., Eisenberg, E. S., Tobey, E. A., Niparko, J. K., et al. (2007). Childhood development after cochlear implantation (CDaCI): Design and baseline characteristics. Cochlear Implants International, 8, 92–116.CrossRefGoogle ScholarPubMed
Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D., & Pethick, S. (1993). Technical manual for the MacArthur Communicative Development Inventory. San Diego, CA: San Diego State University, Developmental Psychology Laboratory.Google Scholar
Gallagher, T. M. (1999). Interrelationships among children's language, behavior, and emotional problems. Topics in Language Disorders, 19, 1–15.CrossRefGoogle Scholar
Hammen, C., & Rudolph, K. D. (2003). Childhood mood disorders. In Mash, E. J. & Barkley, R. A. (Eds.), Child psychopathology (2nd ed., pp. 223–278). New York: Guilford Press.Google Scholar
Hinshaw, S. P., & Lee, S. S. (2003). Conduct and oppositional defiant disorders. In Mash, E. J. & Barkley, R. A. (Eds.), Child psychopathology (2nd ed., pp. 144–198). New York: Guilford Press.Google Scholar
Kovacs, M., & Devlin, B. (1998). Internalizing disorders in childhood. Journal of Child Psychology and Psychiatry, 39, 47–63.CrossRefGoogle ScholarPubMed
Luria, A. R. (1961). The role of speech in normal and abnormal behavior. New York: Liveright.Google Scholar
Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradovic, J., Riley, J. R., et al. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733–746.CrossRefGoogle ScholarPubMed
Mitchell, T., & Quittner, A. L. (1996). Mulitimethod study of attention and behavior problems in hearing-impaired children. Journal of Clinical Child Psychology, 25, 83–96.CrossRefGoogle Scholar
Moffitt, T. E., Caspi, A., Harrington, H., & Milne, B. J. (2001). Males on the life-course-persistent and adolescence-limited antisocial pathways: Follow-up at age 26 years. Development and Psychopathology, 14, 179–207.CrossRefGoogle Scholar
Morgan, A. B., & Lilenfeld, S. O. (2000). A meta-analytic review of the relation between antisocial behavior and neuropsychological measures of executive function. Child Psychology Review, 20, 113–136.Google ScholarPubMed
Murphy, L. M. B., Laurie-Rose, C., Brinkman, T. M., & McNamara, K. A. (2007). Sustained attention and social competence in typically developing preschool-aged children. Early Child Development and Care, 177, 133–149.CrossRefGoogle Scholar
Muthén, L. K., & Muthén, B. O. (1998). Mplus user's guide. Los Angeles: Author.Google Scholar
NICHD Early Child Care Research Network. (2003). Early child care and mother–child interaction from 36 months through first grade. Infant Behavior and Development, 26, 345–370.CrossRefGoogle Scholar
Nigg, J. T., & Huang-Pollock, C. L. (2003). An early-onset model of the role of executive functions and intelligence in conduct disorder/delinquency. In Lahey, B. B., Moffitt, T. E., & Caspi, A. (Eds.), Causes of conduct disorder and juvenile delinquency (pp. 227–253). New York: Guilford Press.Google Scholar
Olson, S., Sameroff, A., Kerr, D., Lopez, N., & Wellman, H. (2005). Developmental foundations of externalizing problems in young children: The role of effortful control. Development and Psychopathology, 17, 25–45.CrossRefGoogle ScholarPubMed
Pierce, E. W., Ewing, L. J., & Campbell, S. B. (1999). Diagnostic status and symptomatic behavior of hard-to-manage preschool children in middle childhood and early adolescence. Journal of Clinical Child Psychology, 28, 44–57.CrossRefGoogle ScholarPubMed
Quittner, A. L., Barker, D. H., Snell, C., Cruz, I., McDonald, L., Grimley, M. E., et al. (2007). Improvements in visual attention after cochlear implantation. Audiological Medicine, 5, 242–249.CrossRefGoogle Scholar
Quittner, A. L., Leilbach, P., & Marciel, K. (2004). The impact of cochlear implants on young deaf children. Achieves of Otolaryngology and Head and Neck Surgery, 130, 547–554.Google ScholarPubMed
Quittner, A. L., Smith, L., Osberger, M., Mitchell, T., & Katz, D. (1994). The impact of audition on the development of visual attention. Psychological Science, 5, 351–353.CrossRefGoogle Scholar
Rescorla, L., Ross, G. S., & McClure, S. (2007). Language delay and behavioral/emotional problems in toddlers: Findings from two developmental clinics. Journal of Speech, Language, and Hearing Research, 50, 1063–1078.CrossRefGoogle ScholarPubMed
Reynell, J. K., & Gruber, C. P. (1990). Reynell Developmental Language Scales. Los Angeles: Western Psychological Services.Google Scholar
Roid, G. H., & Miller, L. J. (1997). Leiter International Performance Scale—Revised manual. Wood Dale, IL: Stoelting.Google Scholar
Rubin, K. H., Burgess, K. B., Dwyer, K. M., & Hastings, P. D. (2003). Predicting preschoolers' externalizing behaviors from toddler temperament, conflict, and maternal negativity. Developmental Psychology, 39, 164–176.CrossRefGoogle ScholarPubMed
Ruff, H. A., & Rothbart, M. K. (1996). Attention in early development: Themes and variations. New York: Oxford University Press.Google Scholar
Sawyer, M. G., Streiner, D. L., & Baghurst, P. (1998). The influence of distress on mother's and father's reports of childhood emotional and behavioral problems. Journal of Abnormal Child Psychology, 26, 407–414.CrossRefGoogle ScholarPubMed
Schick, B., de Villiers, P., de Villiers, J., & Hoffmeister, R. (2007). Language and theory of mind: A study of deaf children. Child Development, 78, 376–396.CrossRefGoogle ScholarPubMed
Smith, L., Quittner, A. L., Osberger, J., & Miyamoto, R. (1998). Audition and visual attention: The developmental trajectory in deaf and hearing populations. Developmental Psychology, 34, 840–850.CrossRefGoogle ScholarPubMed
Snyder, J., Prichard, J., Schrepferman, J., Patrick, M., & Stoolbar, M. (2004). Child impulsiveness–inattention, early peer experiences, and the development of early onset cognitive disorders. Journal of Abnormal Child Psychology, 32, 579–594.CrossRefGoogle Scholar
Southam-Gerowa, M. A., & Kendall, P. C. (2002). Emotion regulation and understanding: Implications for child psychopathology and therapy. Clinical Psychology Review, 22, 189–222.CrossRefGoogle Scholar
Terwogt, M. M., & Rieffe, C. (2004). Behavioral problems in deaf children: Theory of mind delay or communication failure? European Journal of Developmental Psychology, 1, 231–240.CrossRefGoogle Scholar
Thal, D., O'Hanlon, L., Clemmons, M., & Frailin, L. (1999). Validity of a parent report measure of vocabulary and syntax for preschool children with language impairment. Journal of Speech, Language, and Hearing Disorders, 42, 482–496.CrossRefGoogle ScholarPubMed
van Eldik, T., Trefferes, P. D. A., Veerman, J. W., & Verhulst, F. C. (2004). Mental health problems of deaf Dutch children as indicated by parents' responses to the Child Behavior Checklist. American Annals of the Deaf, 148, 390–395.CrossRefGoogle Scholar
Vaccari, C., & Marschark, M. (1997). Communication between parents and deaf children: Implications for social–emotional development. Journal of Child Psychology and Psychiatry, 38, 793–801.CrossRefGoogle ScholarPubMed
Vostanis, P., Hayes, M., Du Feu, M., & Warren, J. (1997). Detection of behavioral and emotional problems in deaf children and adolescents: Comparison of two rating scales. Child: Care, Health and Development, 23, 233–246.CrossRefGoogle ScholarPubMed
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.CrossRefGoogle Scholar