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Comparative Study
. 2009 Spring;21(2):373-92.
doi: 10.1017/S0954579409000212.

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

David H Barker  1 , Alexandra L Quittner, Nancy E Fink, Laurie S Eisenberg, Emily A Tobey, John K Niparko; CDaCI Investigative Team
Collaborators, Affiliations
Comparative Study

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

David H Barker et al. Dev Psychopathol. 2009 Spring.

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.

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Figures

Figure 1
Figure 1
A conceptual model of the relationships among language, parent–child communication, sustained attention, and behavior problems.
Figure 2
Figure 2
The statistically significant standardized parameters for the full structural equation model relating language, parent–child communication, sustained attention, and behavior problems. Dotted lines indicate modifications to the conceptual model and bold lines significant indirect paths. Although included in the model, the control variables were not included in this diagram. †p = .06.
See this image and copyright information in PMC

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