Family and Community Predictors of Comorbid Language, Socioemotional and Behavior Problems at School Entry
AuthorHughes, N; Sciberras, E; Goldfeld, S
Source TitlePLoS One
PublisherPUBLIC LIBRARY SCIENCE
Melbourne School of Government
Document TypeJournal Article
CitationsHughes, N., Sciberras, E. & Goldfeld, S. (2016). Family and Community Predictors of Comorbid Language, Socioemotional and Behavior Problems at School Entry. PLOS ONE, 11 (7), https://doi.org/10.1371/journal.pone.0158802.
Access StatusOpen Access
OBJECTIVES: To identify the prevalence and family and community-level predictors of comorbid speech-language difficulties and socioemotional and behavioral (SEB) difficulties across a population of children at school entry. METHODS: The School Entry Health Questionnaire is a parent survey of children's health and wellbeing, completed by all children starting school in Victoria, Australia (N = 53256). It includes parental report of speech-language difficulties, the Strengths and Difficulties Questionnaire (behavior), and numerous family and community variables. Following univariate analysis, family and community risk characteristics were entered into a multinomial logistic regression model to identify the associated relative risk of comorbid speech/language and SEB needs. The influence of experiencing multiple risk factors was also examined. RESULTS: 20.4% (n = 10,868) began school with either speech-language or SEB difficulties, with 3.1% (n = 1670) experiencing comorbid needs. Five factors predicted comorbidity: the child having witnessed violence; a history of parent mental illness; living in more deprived communities; and the educational attainment of each parent (independently). The relative risk of comorbidity was 6.1 (95% Confidence Interval: 3.9, 9.7) when a child experienced four or more risk factors, compared to those with no risk factors. CONCLUSIONS: The risk of comorbidity in early childhood is associated with a range of family and community factors, and elevated by the presence of multiple factors. Children growing up in families experiencing multiple, complex needs are therefore at heightened risk of the early development of difficulties likely to impact upon schooling. Early identification of these children offers opportunities for appropriate and timely health and education intervention.
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