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The relationship between emotional behavior characteristics reported by parents and teachers and language of Korean mono-cultural and culturally diverse children

Title
The relationship between emotional behavior characteristics reported by parents and teachers and language of Korean mono-cultural and culturally diverse children
Authors
Yang Y.Yim D.
Ewha Authors
임동선
SCOPUS Author ID
임동선scopus
Issue Date
2020
Journal Title
Communication Sciences and Disorders
ISSN
2288-1328JCR Link
Citation
Communication Sciences and Disorders vol. 25, no. 25, pp. 227 - 241
Keywords
Culturally diverse childrenLanguage abilityParent-teacher reportsProsocial behaviorStrength and difficulties questionnaire (SDQ-Kr)
Publisher
Korean Academy of Speech-Language Pathology and Audiology
Indexed
SCOPUS scopus
Document Type
Article
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.
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DOI
10.12963/CSD.20709
Appears in Collections:
사범대학 > 언어병리학과 > Journal papers
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