Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | 임동선 | * |
dc.date.accessioned | 2020-12-24T16:30:17Z | - |
dc.date.available | 2020-12-24T16:30:17Z | - |
dc.date.issued | 2020 | * |
dc.identifier.issn | 2288-1328 | * |
dc.identifier.other | OAK-28510 | * |
dc.identifier.uri | https://dspace.ewha.ac.kr/handle/2015.oak/255844 | - |
dc.description.abstract | Objectives: The purpose of this study was to investigate whether parents and teachers' reports on emotional behavior characteristics of Korean mono-cultural and culturally diverse children are consistent. We tried to identify whether the strength (prosocial behavior) of emotional behavior characteristics significantly explains their language ability as a protective factor explaining the language ability of culturally diverse-typically developing children (D-TD). Methods: Participants were 18 Korean mono-cultural children (TD 11, LD 7) and 32 culturally diverse children (TD 16, LD 16) aged 4 to 6 years old, and their parents and teachers. Emotional behavior characteristics were measured using the Korean version of the Strength Difficulties Questionnaire (SDQ-Kr), which included the strength of pro-social behavior, and difficulties of hyperactivity, emotional symptoms, behavioral problems, and peer problems. Results: Parent-teacher reports on the emotional behavior of each group of children were consistent, with the exception that parents perceived their children's difficulties higher than teachers in culturally diverse-language delay (D-LD) children. In the Korean mono-cultural children group, the teachers' peer problem report explained the expressive language significantly; whereas in the culturally diverse children group, the parent's hyperactivity report significantly explained the receptive language. In D-TD group, parent's report of prosocial behavior explained receptive language significantly. Conclusion: The importance of parent reports was more significant in culturally diverse children as the parent's report significantly explained the receptive language. In particular, in the case of D-TD group who had normal language ability, it was confirmed that children's prosocial behavior reported by parents could contribute significantly to language ability. © 2020 Korean Academy of Speech-Language Pathology and Audiology. | * |
dc.language | Korean | * |
dc.publisher | Korean Academy of Speech-Language Pathology and Audiology | * |
dc.subject | Culturally diverse children | * |
dc.subject | Language ability | * |
dc.subject | Parent-teacher reports | * |
dc.subject | Prosocial behavior | * |
dc.subject | Strength and difficulties questionnaire (SDQ-Kr) | * |
dc.title | The relationship between emotional behavior characteristics reported by parents and teachers and language of Korean mono-cultural and culturally diverse children | * |
dc.type | Article | * |
dc.relation.issue | 25 | * |
dc.relation.volume | 25 | * |
dc.relation.index | SCOPUS | * |
dc.relation.startpage | 227 | * |
dc.relation.lastpage | 241 | * |
dc.relation.journaltitle | Communication Sciences and Disorders | * |
dc.identifier.doi | 10.12963/CSD.20709 | * |
dc.identifier.scopusid | 2-s2.0-85089264146 | * |
dc.author.google | Yang Y. | * |
dc.author.google | Yim D. | * |
dc.contributor.scopusid | 임동선(8673768900) | * |
dc.date.modifydate | 20240426140802 | * |