# Relationship between Child Behavior and Early Language Interaction Quality

> **NIH NIH F31** · TEMPLE UNIV OF THE COMMONWEALTH · 2022 · $34,207

## Abstract

Project Summary/Abstract
 Developmental language disorder (DLD) impacts approximately 7-10% of kindergarten-aged children
(Norbury & Sonuga-Barke, 2017; Tomblin et al., 1997). Children with DLD may experience lifelong difficulties
with language comprehension and use across contexts, such as social communication or academics (Bishop
et al., 2017). Early language weaknesses are associated with adverse psychosocial outcomes later in life
(Conti‐Ramsden et al., 2018; St Clair et al., 2011), as well as increased risk of conduct problems (Yew &
O'Kearney, 2013). Similar to DLD, behavioral challenges early in life tend to be stable across development
(Huesmann et al., 2009) and impinge on academic and social functioning (Gifford-Smith & Brownell, 2003;
Kremer et al., 2016). Longitudinal data suggest that children's language plays a causal role in shaping their
behavioral profiles across development (Bornstein et al., 2013; Petersen & LeBeau, 2020). However, the
impact of child behavior on early interaction quality remains unexplored. This is problematic given that
developmental theory (Bronfenbrenner & Morris, 2007) and empirical data (Fuchs et al., 2013; Muris et al.,
2003) suggest that children's behavior may influence early parent-child interaction quality. The quality of early
parent-child interactions is an important determinant of later child language ability (Hirsh-Pasek et al., 2015).
Thus, the influence of child behavior on early interaction quality may be clinically relevant for language
outcomes. The lack of data related to the impact of behavior on early interaction quality represents a critical
gap in the evidence for early language interventions.
 The proposed project seeks to address this gap in the evidence by determining, within children at risk
for persistent DLD between the ages of 2;6 – 4;0 (years;months), the impact of children's behavioral profiles on
their communicative responsiveness during a naturalistic parent-child interaction (Aim 1). This project will also
examine how children's behavior impacts their participation in an interaction across three contexts (Aim 2).
Finally, this project will explore parent use of communication repair strategies during interactions with children
who have typically developing or disordered language (Aim 3). These data will clarify the relationship between
child behavior and early interaction quality within a population at risk for persistent DLD and will point to future
research questions.
 This training grant will prepare the applicant for a future career as an independent researcher studying
early language interventions. Through its inclusion of clinical trial instruction, advanced statistical training, as
well as consideration of multicultural competence and implementation science, the proposed training plan will
prepare the applicant for post-doctoral work. This plan also includes attending relevant conferences, which will
support dissemination of findings and networking with potential colla...

## Key facts

- **NIH application ID:** 10409542
- **Project number:** 5F31DC019864-02
- **Recipient organization:** TEMPLE UNIV OF THE COMMONWEALTH
- **Principal Investigator:** Maura O'Fallon
- **Activity code:** F31 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2022
- **Award amount:** $34,207
- **Award type:** 5
- **Project period:** 2021-07-01 → 2023-06-30

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/10409542

## Citation

> US National Institutes of Health, RePORTER application 10409542, Relationship between Child Behavior and Early Language Interaction Quality (5F31DC019864-02). Retrieved via AI Analytics 2026-05-26 from https://api.ai-analytics.org/grant/nih/10409542. Licensed CC0.

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