特定言语和语言障碍儿童行为问题的纵向模式：儿童及环境因素
Longitudinal patterns of behaviour problems in children with specific speech and language difficulties: child and contextual factors.
作者信息
Lindsay Geoff, Dockrell Julie E, Strand Steve
机构信息
Centre for Educational Development, Appraisal and Research, University of Warwick, UK.
出版信息
Br J Educ Psychol. 2007 Dec;77(Pt 4):811-28. doi: 10.1348/000709906X171127.
BACKGROUND
The purpose of this study was to examine the stability of behavioural, emotional and social difficulties (BESD) in children with specific speech and language difficulties (SSLD), and the relationship between BESD and the language ability.
METHODS
A sample of children with SSLD were assessed for BESD at ages 8, 10 and 12 years by both teachers and parents. Language abilities were assessed at 8 and 10 years.
RESULTS
High levels of BESD were found at all three ages but with different patterns of trajectories for parents' and teachers' ratings. Language ability predicted teacher- but not parent-rated BESD.
CONCLUSIONS
The study confirms the persistence of high levels of BESD over the period 8-12 years and the continuing comorbidity of BESD and language difficulties but also indicates a complex interaction of within-child and contextual factors over time.
背景
本研究旨在探讨特定言语和语言障碍（SSLD）儿童的行为、情绪和社交困难（BESD）的稳定性，以及BESD与语言能力之间的关系。
方法
选取患有SSLD的儿童样本，由教师和家长在其8岁、10岁和12岁时对其BESD进行评估。在8岁和10岁时评估语言能力。
结果
在所有三个年龄段均发现了高水平的BESD，但家长和教师评分的轨迹模式不同。语言能力可预测教师评定而非家长评定的BESD。
结论
该研究证实了8至12岁期间高水平BESD的持续性，以及BESD与语言障碍的持续共病性，但也表明儿童内部因素和情境因素随时间存在复杂的相互作用。
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