Sustained attention and language processing: The relation to teacher ratings of classroom behaviors and educational services of children in second grade

Maladaptive behaviors (off-task and disruptive) in children are important public health issues due to their prevalence and link to later negative outcomes. Children exhibiting off-task behaviors may seem distracted or preoccupied, and may respond with inappropriate answers. Having attention problems could be the basis for these behaviors. Having a language deficit may also make it difficult to understand what is happening in the classroom, and therefore make it difficult for the child to remain engaged in the academic activity. It is commonly believed that academic-related failures are the primary reason for referral for educational services; however, research suggests that students' maladaptive behavior most influences the decisions of teachers to refer students. This study investigates the association of language and sustained attention with maladaptive behaviors. In addition, the study investigates the factors influencing educational service use and need for additional services.; An ongoing collaboration between the Johns Hopkins Prevention Intervention Research Center and Baltimore City School System enabled 429 second-grade students from 19 local elementary schools to participate in the study. Testing included a neuropsychological battery consisting of measures of sustained attention and language. Teachers rated maladaptive behaviors, and current use and perceived need for educational services.; Results indicate that both language and sustained attention influence off-task behaviors. When comparing language and sustained attention, language accounts for more variance regarding off-task behaviors. Results indicate an association between poor language skills and increasing teacher ratings of disruptive behaviors. Results indicate that children with more off-task behaviors, but not disruptive behavior, and children with poor language skills are more likely to receive educational services, and are perceived by teachers as needing additional services.; Teachers should recognize that a child's failure to follow directions might not be solely due to inattention, but additionally to language deficits. It is important to recognize and differentiate between deficits in sustained attention and language in order to develop more effective remedial programs. Interventions for attention problems will not be effective if the student's main problem is a language deficit, and conversely, interventions directed at language or reading will not likely impact children with attention problems.