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Multidisciplinary Early Intervention for Preschoolers with Externalizing Behavior Problems and Language Impairment: Results from an Open Trial

by Hart, Katie C , Cuervo Sisan , Graziano, Paulo A , Suarez, Mildred , Vaquerano Samantha , Gregg, Della E

in Academic readiness / Behavior disorders / Behavior problems / Changes / Clinical outcomes / Comorbidity / Early intervention / Executive function / Externalizing behaviour / Intensive treatment / Intervention / Kindergarten / Language / Language disorders / Language shift / Preschool children / Self control / Self regulation / Social factors / Speech therapy / Treatment outcomes / Treatment programs

2021

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Multidisciplinary Early Intervention for Preschoolers with Externalizing Behavior Problems and Language Impairment: Results from an Open Trial

by Hart, Katie C , Cuervo Sisan , Graziano, Paulo A , Suarez, Mildred , Vaquerano Samantha , Gregg, Della E

2021

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Multidisciplinary Early Intervention for Preschoolers with Externalizing Behavior Problems and Language Impairment: Results from an Open Trial

by Hart, Katie C , Cuervo Sisan , Graziano, Paulo A , Suarez, Mildred , Vaquerano Samantha , Gregg, Della E

2021

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Journal Article

Multidisciplinary Early Intervention for Preschoolers with Externalizing Behavior Problems and Language Impairment: Results from an Open Trial

Hart, Katie C,

Cuervo Sisan,

Graziano, Paulo A,

Suarez, Mildred,

Vaquerano Samantha,

Gregg, Della E

2021

Overview

The purpose of the study was to a) examine school readiness (SR) outcomes in preschoolers with externalizing behavior problems (EBPs) and language impairment (LI) after receiving an intensive multidisciplinary SR intervention and b) examine changes in language as predictors of improvements in SR treatment outcomes via an open trial design. Preschoolers (n = 91) with elevated levels of EBPs and comorbid LI (Mage=4.77, SD= .56, 76% male, 82% Hispanic/Latino) participated in an 8-week Summer Treatment Program for Pre-Kindergarteners and received speech therapy for 30 min/4 days a week. SR outcomes included language, behavioral, academic, social, and self-regulation measures. Paired sample T-tests revealed significant improvements across SR outcomes. Regression analyses demonstrated that changes in language were associated with changes in academic and executive functioning. Findings indicated that children with comorbid EBPs and LI made significant improvements across SR domains through a multidisciplinary SR intervention. Implications for early intervention for children with EBPs and LI, are discussed.

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Springer Nature B.V

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