ERIC Number: ED417825
Record Type: Non-Journal
Publication Date: 1998-Mar
Reference Count: N/A
Impact of Language Deficits on Maladaptive Behavior of Inner-City Early Adolescents: A Longitudinal Analysis.
Marcon, Rebecca A.
This study examined language development as a precursor of maladaptive behavior in inner-city early adolescents. Participating were 256 adolescents from the graduation classes of 2000 and 2001 who had previously attended District of Columbia prekindergarten/Head Start and kindergarten. The sample was 98 percent African American and 56 percent female. The subjects' teachers completed the Vineland Maladaptive Behavior Domain subscale. Results indicated that based on normative age expectations, only 48 percent of subjects were classified at the Nonsignificant level of maladaptiveness (NM), while 24 percent showed Intermediate maladaptation (IM), and 28 percent were Significantly Maladapted (SM). Among the SM group, boys outnumbered girls, students from poorer families outnumbered those from more affluent families, students from single-parent families outnumbered those from two-parent families, students previously retained in-grade outnumbered non-retained students, special education students outnumbered regular education students, and those not identified as gifted outnumbered gifted students. Kindergarten listening and pre-reading skills of NM children were significantly higher than those of SM peers. Differences in third and sixth graders' Comprehensive Test of Basic Skills scores were most notable between NM and SM students. Kindergarten receptive, expressive, and written language skills of future SM adolescents were significantly lower than those of NM peers. By fourth or fifth grade, both IM and SM students scored significantly lower than NM students in receptive and expressive language. SM students also scored lower than NM students in written language. Eighty percent of SM adolescents were accurately classified based on current language grades. (Author/KB)
Descriptors: Adjustment (to Environment), Behavior Problems, Black Students, Black Youth, Early Adolescents, Family Structure, Grade Repetition, High School Students, High Schools, Inner City, Language Acquisition, Language Impairments, Language Skills, Longitudinal Studies, Poverty, Sex Differences
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: District of Columbia