| Data from the U.S. Census Bureau demonstrate a steady increase in the numbers of aggressive, youthful offenders diagnosed with language impairment and communication disorders, despite the use of a variety of early intervening services. A significant gap in the research literature exists regarding how parenting problems, including frustration, low confidence, and inconsistent discipline, effect child development and learning. The purpose of this quantitative, quasi-experimental, survey research was to examine the potential effects of frustration, low confidence, and inconsistent discipline, on the development of communication skills, and aggression in four year old children. This quantitative study utilized a cross sectional design, and participants included a convenience sample of 49 teachers, parents, and four-year old children from a public preschool in the southern United States. Data from the Parent Relationship Questionnaire (PRQ) and the Behavioral Assessment System for Children-2nd Edition (BASC-2) were analyzed using multiple regression. Although no statistically significant relationships were noted between the independent variables (parental relational frustration, low confidence and discipline practice) and the dependent variables (aggression and communication development), this study may provide useful information to educators and parents, who are seeking new ways to prepare children for learning and school success. Important social change implications include a reduction in aggression, and later criminal behaviors as well as improved functioning in terms of communication skills and as stress and frustration decreases within families. A reduction in the social and economic costs placed on education and justice systems may be anticipated as well when individuals are provided with effective intervention services. |
