Poster #186 - Reciprocal Associations Between Language Skills and Problem Behaviors Among Dual Language Learners in Head Start

• In Event: 2-110 - Poster Session 07
  In Poster Session: PS 07 Section - School Readiness/Childcare

Integrative Statement

Head Start (HS) provides primarily low-income families with health and early care and education services in the U.S. (U.S. DHHS, 2010), and 29% of attendees are dual language learners (DLLs) learning both English and home language. Spanish-speakers constitute 84% of DLLs in HS (U.S. DHHS, 2013). Literature has documented that early language and social-emotional skills (e.g., problem behaviors) are interconnected (Chow & Wehby, 2018). Studies have further shown reciprocal associations between vocabulary and social development of preschool-aged children (Cadima et al., 2018). However, limited studies have examined whether DLLs’ language skills in English and home languages predict later social-emotional functioning and vice versa. Therefore, the purpose of this study is to examine the cross-associations between DLLs’ language skills of both English and Spanish and their problem behaviors over time in order to better support for pre-school aged DLLs' bilingualism and school adjustment. The following research questions will be examined:

1. Are there reciprocal associations between DLLs' English language skills and their problem behaviors at HS entry, HS year1, and in Kindergarten (K)?
2. Are there reciprocal associations between DLLs' Spanish language skills and their problem behaviors at HS entry, HS year1, and in K?

Methods
Participants. This study used the Head Start Family and Child Experiences Survey 2009 (FACES 2009) dataset. The participants included 335 DLLs who entered HS at age 4 and whose home language was Spanish, as reported by parents (see Table 1).
Measures. English and Spanish receptive vocabulary skills were assessed using the Peabody Picture Vocabulary Test (PPVT-4; Dunn, Dunn, & Dunn, 2006) and the Test de Vocabulario de Imagines Peabody (TVIP; Dunn, Padilla, Lugo, & Dunn, 1986), respectively. Children's problem behaviors (e.g., aggression and withdrawn) were rated by teachers using the Behavior Problems Index (BPI; Peterson & Zill, 1986). Higher scores indicated greater negative behaviors.
Analysis. A cross-lagged panel analysis was conducted in Mplus, accounting for the three time-points of the data: at HS entry (fall 2009), HS year 1 (spring 2010), and K (spring 2011). Missing data were handled using Full Information Maximum Likelihood (FIML).

Preliminary Results
Significant associations between DLLs’ problem behaviors and both English and Spanish receptive vocabulary skills were found (see Figure 1). DLLs’ problem behaviors at HS entry were related to lower English receptive vocabulary in HS year 1 (β = -.07, p < .05). Higher English receptive vocabulary at HS year 1 was associated with fewer problem behaviors in K (β = -.15, p < .05). Further, higher Spanish receptive vocabulary at HS year 1 was associated with fewer problem behaviors in K (β = -.14, p < .05).

Conclusion and Implication
The reciprocal associations between DLLs’ language skills and problem behaviors did not clearly present. However, we learned that DLLs with problem behaviors may have difficulties with developing English skills. DLLs with higher English skills or higher Spanish skills may have fewer problem behaviors in later years. In short, DLLs’ social-emotional development and learning multiple languages may have mutual relations in early childhood in terms of improving school readiness.

Authors

• Dahyung Ryu, Iowa State University
  Presenting Author

• Ji Young Choi, Iowa State University
  Non-Presenting Author