TY - JOUR
T1 - The relationship between emotional behavior characteristics reported by parents and teachers and language of Korean mono-cultural and culturally diverse children
AU - Yang, Yoonhee
AU - Yim, Dongsun
N1 - Funding Information:
This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NO. NRF-2018S1A3A2075274).
Publisher Copyright:
© 2020 Korean Academy of Speech-Language Pathology and Audiology.
PY - 2020
Y1 - 2020
N2 - 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.
AB - 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.
KW - Culturally diverse children
KW - Language ability
KW - Parent-teacher reports
KW - Prosocial behavior
KW - Strength and difficulties questionnaire (SDQ-Kr)
UR - http://www.scopus.com/inward/record.url?scp=85089264146&partnerID=8YFLogxK
U2 - 10.12963/CSD.20709
DO - 10.12963/CSD.20709
M3 - Article
AN - SCOPUS:85089264146
SN - 2288-1328
VL - 25
SP - 227
EP - 241
JO - Communication Sciences and Disorders
JF - Communication Sciences and Disorders
IS - 25
ER -