Behaviour-emotional characteristics of primary-school children rated as having language problems

British Journal of Educational Psychology

Volumn 78, Issue 4, 2008, Pages 567-580

  Lundervold, A J ^a,b,d   Heimann, M ^b,c   Manger, T ^a  

^a UNIVERSITY OF BERGEN   (Norway)

^b Centre for Child and Adolescent Mental Health   (Norway)

^c LINKÖPING UNIVERSITY   (Sweden)

^d Department of Biological and Medical Psychology ^*  (Norway)

Author keywords

[No Author keywords available]

Indexed keywords

AFFECT; ARTICLE; BEHAVIOR DISORDER; CHILD; FEMALE; HUMAN; HUMAN RELATION; LANGUAGE DISABILITY; MALE; PARENT; PSYCHOLOGICAL ASPECT; QUESTIONNAIRE; SOCIAL BEHAVIOR; UNIVERSITY;

AFFECT; CHILD; CHILD BEHAVIOR DISORDERS; FACULTY; FEMALE; HUMANS; LANGUAGE DISORDERS; MALE; PARENTS; PROFESSIONAL-FAMILY RELATIONS; QUESTIONNAIRES; SOCIAL BEHAVIOR;

EID: 57049128349     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709908X320480     Document Type: Article

References (51)

1. Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101, 213-232.
2. Anthun, R., & Manger, T. (2006). School psychology in Norway. In S. Jimerson, T. Oakland & P. Farrell (Eds.), The Handbook of International School Psychology (pp. 283-293). Santa Barbara: SAGE Publications.
3. Beltchman, J. H., Brownlee, E., Inglis, A., Wild, J., Ferguson, B., Schachter, D., et al. (1996). Seven-year follow up of speech/language impaired and control children: Psychiatric outcome. Journal of Child Psychology and Psychiatry, 37, 961-970.
4. Biederman, J., Kwon, A., Aleardi, M., Chouinard, V.-A., Marino, T., Cole, H., et al. (2005). Absence of gender effects on attention deficit hyperactivity disorder: Findings in nonreferred subjects. American Journal of Psychiatry, 162, 1083-1089.
5. Botting, N. (2004). Children's Communication Checklist (CCC) scores in 11-year-old children with communication impairments. International Journal of Communication Disorders, 39, 215-227.
6. Camarata, S., Hughes, C., & Ruhl, K. (1998). Mild/moderate behaviourally disordered students: A population risk for language problems. Language, Speech, and Hearing Services in Schools, 19, 191-200.
7. Chesney-Lind, M., & Sheldon, R. (1998). Girls, delinquency, and juvenile justice. Belmont, CA: Wadsworth.
8. Cohen, J. (1988). Statistical power and analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
9. Cohen, N. J. (2001). Language and psychopathology in infants, children, and adolescents. Thousand Oaks, CA: Sage.
10. Cohen, N. J., Barwick, M., Horodezky, N., Vallance, D., & Im, N. (1998). Language, achievement and cognitive processing in psychometrically disturbed children with previously identified and unsuspected language impairment. Journal of Child Psychology and Psychiatry, 37, 865-877.
11. Ehlers, S., & Gillberg, C. (1999). A screening questionnaire for Asperger syndrome and other high functioning autism spectrum disorders in school age children. Journal of Autism and Developmental Disorders, 38, 129-141.
12. Gaub, M., & Carlson, C. L. (1997). Gender differences in ADHD: A meta-analysis and critical review. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1036-1045.
13. Gershon, J. (2002). A meta-analytic review of gender differences in ADHD. Journal of Attention Disorders, 5, 143-154.
14. Glascoe, F. (2001). Can teachers' global ratings identify children with academic problems? Journal of Developmental and Behavioural Paediatrics, 22, 215-230.
15. Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581-586.
16. Goodman, R. (1999). The extended version of the strengths and difficulties questionnaire as a guide to child psychiatric caseness and consequent burden. Journal of Child Psychology and Psychiatry, 40, 791-799.
17. Goodman, R. (2001). Psychometric properties of the strengths and difficulties questionnaire. Journal of American Academy of Child and Adolescent Psychiatry, 40, 1337-1345.
18. Goodman, R., Ford, T., Richards, H., Gatward, R., & Meltzer, H. (2000). The development and well-being assessment: Description and initial validation of an integrated assessment of child and adolescent psychopathology. Journal of Child Psychology and Psychiatry, 41, 645-655.
19. Goodman, R., & Scott, S. (1999). Comparing the strengths and difficulties questionnaire and the child behaviour checklist: Is small beautiful? Journal of Abnormal Child Psychology, 27, 17-24.
20. Heiervang, E., Stormark, K. M., Lundervold, A. J., Heimann, M., Goodman, R., Posserud, M., et al. (2007). The Bergen Child Study of mental health in school-age children. Psychiatric disorders according to the development and well-being assessment: Prevalence, risk factors and service use. Journal of American Academy of Child and Adolescent Psychiatry, 46, 438-447.
21. Helland, W. A., & Heimann, M. (2007). Assessment of pragmatic impairment in children referred to psychiatric services: A pilot study of the Children's Communication Checklist in a Norwegian sample. Logopedics Phoniatrics Vocology, 32, 23-30.
22. Kashani, J. H., McGee, R., Clarkson, S. E., Anderson, J. C., Walton, L. A., Williams, S., et al. (1983). Depression in a sample of 9-year-old children: Prevalence and associated characteristics. Archives of General Psychiatry, 40, 1217-1223.
23. Kim-Cohen, J., Arseneault, L., Caspi, A., Tomás, M. P., Taylor, A., & Moffitt, T. E. (2005). Validity of DSM-IV conduct disorder in 4 1/2-5-year-old children: A Longitudinal study. American Journal of Psychiatry, 162, 1108-1117.
24. Klasen, H., Woerner, W., Wolke, D., Meyer, R., Overmeyer, S., Kaschnitz, W., et al. (2000). Comparing the German versions of the strengths and difficulties questionnaire (SDQ-Deu) and the child behavior checklist. European Child and Adolescent Psychiatry, 9, 271-276.
25. Kumpulainen, K., Rasanen, E., Henttonen, I., Moilanen, I., Piha, J., Puura, K., et al. (1999). Children's behavioural/emotional problems: A comparison of parents' and teachers' reports for elementary school-aged children. European Child and Adolescent Psychiatry, 8, 41-47.
26. Law, J., Boyle, J., Harris, F., Harkness, A., & Nye, C. (2000). Prevalence and natural history of primary speech and language delay: Findings from a systematic review of the literature. International Journal of Language and Communication Disorders, 35(2), 165-188.
27. Lindsay, G., & Dockrell, J. E. (2000). The behaviour and self-esteem of children with specific speech and language difficulties. British Journal of Educational Psychology, 70, 583-601.
28. Lindsay, G., & Dockrell, J. E. (2004). Whose job is it? Parents' concerns about the needs of their children with language difficulties. Journal of Special Education, 37, 225-236.
29. Lindsay, G., Dockrell, J. E., & Strand, S. (2007). Longitudinal patterns of behaviour problems in children with specific speech and language difficulties: Child and contextual factors. British Journal of Educational Psychology, 77, 811-828.
30. Lundervold, A. J., Posserud, M., Sørensen, L., & Gillberg, C. (2008). Intellectual function in children with teacher reported language problems. Scandinavian Journal of Psychology, 49, 187-193 e-pub.
31. McGee, R., & Share, D. (1988). Attention deficit disorder- hyperactivity and academic failure: Which comes first and which should be treated? Journal of American Academy of Child and Adolescent Psychiatry, 27, 318-325.
32. Messer, J., Goodman, R., Rowe, R., Meltxer, H., & Maugham, B. (2006). Preadolescent conduct problems in girls and boys. Journal of American Academy of Child and Adolescent Psychiatry, 45, 184-191.
33. Moffit, T., Caspi, A., Harrington, H., & Milne, B. (2002). Males on the life-course-persistant and adolescent-limited antisocial pathways: Follow-up at age 26. Development and Psychopatho-logy, 14, 179-207.
34. Montgomery, J. W., & Windsor, J. (2007). Examining the language performances of children with and without specific language impairment: Contribution of phonological short-term memory and speed of processing. European Child and Adolescent Psychiatry, 12, 1-8.
35. Mroz, M. (2006). Teaching in the Foundation Stage - how current systems support teachers' knowledge and understanding of children's speech and language. International Journal of Early Years Education, 14(1), 45-61.
36. Muris, P., Meesters, C., & van den Berg, F. (2003). The strengths and difficulties questionnaire (SDQ) - further evidence for its reliability and validity in a community sample of Dutch children and adolescents. European Child and Adolescent Psychiatry, 12, 1-8.
37. Newcorn, J., Halpering, J., Jensen, P. S., Abikoff, H., Arnold, E., Cantwell, D., et al. (2001). Symptom profiles in children with ADHD: Effects of comorbidity and gender. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 137-146.
38. Newman, R. M., & McGregor, K. K. (2006). Teachers and laypersons discern quality differences between nattatives produced by children with or without SLI. Journal of Speech, Language and Hearing Research, 49, 1022-1036.
39. Plomin, R., Price, T., Eley, T., Dale, P., & Stevenson, J. (2002). Associations between behaviour problems and verbal and nonverbal cognitive abilities and disabilities in early childhood. Journal of Child Psychology and Psychiatry, 43, 619-633.
40. Posserud, M., Lundervold, A., & Gillberg, C. (2005). Autistic features in a total population of 7-9-year-old children assessed by the ASSQ (autism spectrum screening questionnaire). Journal of Child Psychology and Psychiatry, 47, 167-175.
41. Rutter, M., Caspi, A., Fergusson, D., Horwood, L., Goodman, R., Maughan, B., et al. (2004). Sex differences in developmental reading disability. New findings from 4 epidemiological studies. Journal of the American Medical Association, 291, 2007-2012.
42. Smedje, H., Broman, J., Hetta, J., & vonKnorring, A. (1999). Psychometric properties of a Swedish version of the 'strengths and difficulties questionnaire!'. European Child and Adolescent Psychiatry, 8, 63-70.
43. Snowling, M. (2000). Language and literacy skills: Who is at risk and why? Hove, East Sussex: Psychology Press.
44. Sonnander, S., Ramund, B., & Smedler, A.-C. (1998). WISC-III. Manual. Stockholm: Psykologiförlaget.
45. Spira, E., Bracken, S., & Fische, J. (2005). Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behaviour skills. Developmental Psychology, 41, 225-234.
46. Stormark, K., Heiervang, E., Heimann, M., Lundervold, A., & Gillberg, C. (2008). Predicting nonresponse bias from teacher ratings of mental health problems in primary school children. Journal of Abnormal Child Psychology, 36, 411-419.
47. Swanson, J., Kraemer, H., Hinshaw, S., Arnold, E., Conners, C., Abikoff, H., et al. (2001). Clinical relevance of the primary findings of the MTA: Success rates based on severity of ADHD and ODD symptoms at the end of the treatment. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 168-179.
48. Tallal, P., Allard, L., Miller, S., & Curtiss, S. (1997). Academic outcomes of language impaired children. London: Whurr Publishers.
49. Wade, T., Cairney, J., & Pevalin, D. (2002). Emergence of gender differences in depression during adolescence: National panel results from three countries. Journal of American Academy of Child and Adolescent Psychiatry, 41, 190-198.
50. Warrr-Leeper, G., Wright, N., & Marck, A. (1994). Language disabilities of antisocial boys in residential treatment. Behavioural Disorders, 19, 159-169.
51. Wechsler, D. (1992). Manual of the Wechsler intelligence scale for children (3rd ed.). London: Psychological Corporation.