Beyond Assessment: Issues of Assessing Language and Behavior of African American Children From Low-Income Backgrounds Language, compliance with adult requests, and prosocial behavior are key aspects of the early development of preschool children. Research has demonstrated that there are associations between language delays, problem behaviors, poor social competence, and later reading difficulties (Beitchman et al., 2001; Fujiki, Brinton, Isaacson, & Summers, 2001; Spira, Bracken, ... Article
Article  |   March 01, 2006
Beyond Assessment: Issues of Assessing Language and Behavior of African American Children From Low-Income Backgrounds
Author Affiliations & Notes
  • Cathy H. Qi
    University of New Mexico, Albuquerque, NM
Article Information
Cultural & Linguistic Diversity / Language Disorders / Articles
Article   |   March 01, 2006
Beyond Assessment: Issues of Assessing Language and Behavior of African American Children From Low-Income Backgrounds
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, March 2006, Vol. 13, 14-18. doi:10.1044/cds13.1.14
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, March 2006, Vol. 13, 14-18. doi:10.1044/cds13.1.14
Language, compliance with adult requests, and prosocial behavior are key aspects of the early development of preschool children. Research has demonstrated that there are associations between language delays, problem behaviors, poor social competence, and later reading difficulties (Beitchman et al., 2001; Fujiki, Brinton, Isaacson, & Summers, 2001; Spira, Bracken, & Fischel, 2005). One theory as to why these factors are related is that language is an essential tool for a child's successful social/behavioral and academic achievement later in life (Beitchman et al., 2001; Brownlie et al., 2004).
Preschool children from families with low income exhibit both language delay and externalizing behavior (e.g., physical and verbal aggression, impulsive behavior) and internalizing behavior (e.g., worries, fears, anxiety, somatic complaints, depression, and social withdrawal) more often than is found in the general population (Harden et al., 2000; Kaiser, Cai, Hancock, & Foster, 2002; Qi, Kaiser, Milan, McLean, & Hancock, 2003; Randolph, Koblinsky, Beemer, Roberts, & Letiecq, 2000). The identification of children with language delays and/or problem behaviors is critically important, so that effective early intervention programs can be developed with the goal of reducing the incidence of more serious school problems later on. The accurate identification of at-risk, young children from families of low socioeconomic status (SES) and culturally and linguistically diverse backgrounds (CLD), however, poses a challenging task for speech-language pathologists and early interventionists (Qi & Kaiser, 2003; Stockman, 2000; Washington & Craig, 1999).
First Page Preview
First page PDF preview
First page PDF preview ×
View Large
Become a SIG Affiliate
Pay Per View
Entire Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations content & archive
24-hour access
This Issue
24-hour access
This Article
24-hour access
We've Changed Our Publication Model...
The 19 individual SIG Perspectives publications have been relaunched as the new, all-in-one Perspectives of the ASHA Special Interest Groups.