Predicting behavior problems in deaf and hearing children: The influences of language, attention, and parent - Child communication

David H. Barker, Alexandra L. Quittner, Nancy E. Fink, Laurie S. Eisenberg, Emily A. Tobey, John K. Niparko, Laurie Eisenberg, William Luxford, Karen Johnson, Amy Martinez, Jean DesJardin, Leslie Visser-Dumont, Sophie Ambrose, Carren Stika, Melinda Gillinger, John Niparko, Jill Chinnici, Howard Francis, Steve Bowditch, Jennifer YeagleCourtney Carver, Andrea Marlowe, Andrea Gregg, Jennifer Gross, Rick Ostrander, Nancy Mellon, Jennifer Mertes, Mary O'Leary Kane, Annelle Hodges, Thomas Balkany, Alina Lopez, Leslie Goodwin, Teresa Zwolan, Mary Beth O'Sullivan, Anita Vereb, Caroline Arnedt, Holly F.B. Teagle, Carolyn J. Brown, Craig A. Buchman, Carlton Zdanski, Hannah Eskridge, Emily Tobey, Andrea Warner-Czyz, Deborah Rekart, Carol Cokely, Nicole Weissner, Angela Boyd, Alexandra Quittner, Ivette Cruz, David Barker, Nancy Fink, Nae Yuh Wang, Daniel Habtemariam, Thelma Vilche, Patricia Bayton

Research output: Contribution to journalArticlepeer-review

208 Scopus citations


The development of language and communication may play an important role in the emergence of behavioral problems in young children, but they are rarely included in predictive models of behavioral development. In this study, cross-sectional relationships between language, attention, and behavior problems were examined using parent report, videotaped observations, and performance measures in a sample of 116 severely and profoundly deaf and 69 normally hearing children ages 1.5 to 5 years. Secondary analyses were performed on data collected as part of the Childhood Development After Cochlear Implantation Study, funded by the National Institutes of Health. Hearing-impaired children showed more language, attention, and behavioral difficulties, and spent less time communicating with their parents than normally hearing children. Structural equation modeling indicated there were significant relationships between language, attention, and child behavior problems. Language was associated with behavior problems both directly and indirectly through effects on attention. Amount of parent-child communication was not related to behavior problems.

Original languageEnglish
Pages (from-to)373-392
Number of pages20
JournalDevelopment and Psychopathology
Issue number2
StatePublished - 2009


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