The purpose of the study was to a) examine school readiness (SR) outcomes in preschoolers with externalizing behavior problems (EBPs) and language impairment (LI) after receiving an intensive multidisciplinary SR intervention and b) examine changes in language as predictors of improvements in SR treatment outcomes via an open trial design. Preschoolers (n = 91) with elevated levels of EBPs and comorbid LI (Mage=4.77, SD= .56, 76% male, 82% Hispanic/Latino) participated in an 8-week Summer Treatment Program for Pre-Kindergarteners and received speech therapy for 30 min/4 days a week. SR outcomes included language, behavioral, academic, social, and self-regulation measures. Paired sample T-tests revealed significant improvements across SR outcomes. Regression analyses demonstrated that changes in language were associated with changes in academic and executive functioning. Findings indicated that children with comorbid EBPs and LI made significant improvements across SR domains through a multidisciplinary SR intervention. Implications for early intervention for children with EBPs and LI, are discussed.

这项研究的目的是：a）在接受广泛的多学科SR干预后，检查具有外部化行为问题（EBPs）和语言障碍（LI）的学龄前儿童的入学准备（SR）结果，以及b）检查语言变化作为改善情况的指标通过开放式试验设计进行SR治疗的结果。EBP水平升高和LI合并症的学龄前儿童（n = 91）（M年龄= 4.77，SD= .56，其中7​​6％的男性，82％的西班牙裔/拉丁美洲裔）参加了为期8周的幼儿园前期夏季治疗计划，并接受了每周30分钟/ 4天的言语治疗。SR结果包括语言，行为，学术，社会和自我调节措施。配对的样本T检验显示了SR结果的显着改善。回归分析表明，语言的变化与学术和行政职能的变化有关。结果表明，通过多学科的SR干预，患有EBP和LI合并症的儿童在SR域中取得了显着改善。讨论了早期干预对EBP和LI儿童的影响。