What Temperament Can Tell Us About Language Development of Late-Talking Toddlers

Purpose: The primary aim of this study was to compare temperamental traits in typically developing and late-talking toddlers. A secondary aim was to evaluate potential associations between language skills and temperament within each group. Method: Caregivers of typically developing ( n = 21) and late-talking ( n = 21) toddlers, aged 18–35 months, completed a brief measure of temperament (Early Childhood Behavior Questionnaire–Very Short Form) and expressive vocabulary (MacArthur–Bates Communicative Development Inventories: Words and Sentences). Toddlers' expressive and receptive language skills were also directly assessed using the Mullen Scales of Early Learning. Results: There were no significant group differences on the temperament measurement between general constructs; however, late talkers showed lower levels of sensory discomfort and positive anticipation compared to typical talkers. Associations between language and temperament differed between groups. For typical talkers, larger vocabularies were associated with higher levels of positive emotions and sociability. For late talkers, larger vocabularies were related to higher levels of attention and inhibitory control. Moreover, better developed receptive language in late talkers was associated with greater levels of negative emotion. Conclusion: Although only subtle differences were observed on temperament features, the divergent patterns of association between specific temperamental traits and language features between groups suggest unique ways in which temperament and language acquisition may interact in late talkers.