Self-Regulation, Language, and Externalizing Behavior Problems in a Sample of At-Risk Youth: A Social Neuroscience Approach

Abstract

Behaviors, both positive and negative, are part of a child’s daily social functioning in school, home, and the community. Negative behaviors can impact a child’s social functioning and may lead to referral to a mental health professional. The present study uses the SOCIAL Model to explore the relationship between executive functioning, Broad Reading ability, and teacher-rated externalizing behavior problems and its impact on later social functioning in youth. The data showed teacher-reported conduct problems at were predictive of later discipline infractions and social problems of the student. Teacher-reported peer problems at were not predictive of social problems or discipline infractions. Executive functioning at did not mediate or moderate the relationship between Broad Reading ability at and teacher-reported conduct or peer problems. The results of the current study yield implications for social-emotional screening programs throughout the early elementary school years. Screening during this time period would allow for interventions to occur that may lead to a decline in behavioral difficulties in the classroom, both in elementary school and in high school.