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The Relationship between Language Skills and Outcomes of the PATHS Curriculum

Published online by Cambridge University Press:  23 February 2012

Luisa Rossi ,
Janet Fletcher  and
Robin Harvey
Luisa Rossi
Affiliation:
The University of Western Australia.
Janet Fletcher*
Affiliation:
The University of Western Australia. jan@psy.uwa.edu.au
Robin Harvey
Affiliation:
The University of Western Australia.
*
*Address for Correspondence: Assoc Prof Janet Fletcher School of Psychology, The University of Western Australia, 35 Stirling Highway, Crawley WA 6009
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Abstract

Previous research has established a relationship between children's language development and their behaviour. The aim of the present study was to determine whether children's language ability influenced the degree to which their behaviour changed following participation in the PATHS (Promoting Alternative Thinking Strategies) curriculum. Participants were 86 pre-primary children who attended two mainstream schools in regional Western Australia. Analyses of pre- and post-intervention behaviour and language measures found PATHS to be effective for improving the behaviour and social skills of children with language difficulties. Changes in children with better language skills showed a positive but non-significant trend. Although a relationship was found between children's general language skills and their behaviour at pre-intervention, changes observed in behaviour were not accompanied by changes in language skills at post-intervention.

Keywords

Language skillsthinking strategiespre-primary age children
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 25 , Issue 2 , 01 October 2008 , pp. 62 - 77
Copyright
Copyright © Cambridge University Press 2008

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