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Khodeir MS, Mohamed SM, Abdel-Fattah Hegazi M. ''Language profile among Arabic-speaking children with attention deficit hyperactive disorder". Int J Pediatr Otorhinolaryngol 2024; 184:112080. [PMID: 39178602 DOI: 10.1016/j.ijporl.2024.112080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/06/2024] [Revised: 08/18/2024] [Accepted: 08/19/2024] [Indexed: 08/26/2024]
Abstract
BACKGROUND Children with ADHD were found to have language impairment in many studies. The way they use language in their everyday life may be affected, namely, the pragmatic aspect of language. Measuring the affected parameters in all aspects of language will help to reach better rehabilitation. Thus, this study set out to observe relationships between hyperactivity/impulsivity and inattention with all language domains in 30 Egyptian Arabic-speaking children with ADHD between 4 and ≤7 years old with the aim of better intervention. Children were evaluated to establish the diagnosis of ADHD and its type following the diagnostic criteria of the DSM-V criteria and the Conners' Parent Rating Scale-Revised. Language abilities were assessed by the Pre-school Language Scale 4th edition (Arabic version), the Arabic articulation test, and the Egyptian Arabic Pragmatic Language Test. This assessment covered receptive and expressive language abilities and phonological and pragmatic skills. RESULTS Compared to norms, it was found that the ADHD children who participated in this study had non-significant language delays in the parameters of the modified PLS-4 test. 70 % of the ADHD children had total pragmatic test scores below their 5th percentile, while 30 % of the children had total pragmatic test scores above their 5th percentile. 50 % of ADHD children failed to master certain sounds corresponding to their phonological age. A statistically significant negative correlation was observed between each of the inattention and hyperactivity/impulsivity scores and the receptive, expressive, total language ages, and pragmatic language scores. CONCLUSION Children with ADHD in this study did not show major difficulties in areas beyond what would be expected in normally developing children. Most children with ADHD in the present study had problems with pragmatic language aspects that are correlated positively to ADHD symptoms. 50 % of ADHD children failed to master certain sounds corresponding to their chronological age.
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Affiliation(s)
- Mona Sameeh Khodeir
- Unit of Phoniatrics, Otorhinolaryngology Department, Faculty of Medicine, Ain Shams University, Abbassia, Lotfy Elsayed Street, Cairo, 11566, Egypt.
| | - Sarah Mosaad Mohamed
- Unit of Phoniatrics, Otorhinolaryngology Department, El-Khanka Psychiatric Hospital, Egypt Ministry of Health and Population, Egypt.
| | - Mona Abdel-Fattah Hegazi
- Unit of Phoniatrics, Otorhinolaryngology Department, Faculty of Medicine, Ain Shams University, Abbassia, Lotfy Elsayed Street, Cairo, 11566, Egypt.
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Jepsen IB, Brynskov C, Thomsen PH, Rask CU, Jensen de López K, Lambek R. The Role of Language in the Social and Academic Functioning of Children With ADHD. J Atten Disord 2024:10870547241266419. [PMID: 39077785 DOI: 10.1177/10870547241266419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 07/31/2024]
Abstract
OBJECTIVE To provide an in-depth examination of whether pragmatic, expressive, receptive, and narrative language are associated with the social and academic functioning of children with ADHD. METHOD Children with ADHD (n = 46) and neurotypical comparison (NC) children (n = 40) aged 7 to 11 years completed tasks measuring expressive, receptive, and narrative language, while parents rated pragmatic language and social- and academic functioning. RESULTS Children with ADHD differed significantly from NC children on pragmatic language, expressive language, receptive language, and narrative coherence. An examination of indirect effects revealed that a significant proportion of the association between ADHD and social functioning was shared with pragmatic language, while a significant proportion of the association between ADHD and academic difficulties was shared with pragmatic language as well as with expressive language. CONCLUSION This preliminary study supports the clinical relevance of language in relation to the academic- and social functioning of children with ADHD.
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Affiliation(s)
| | | | - Per Hove Thomsen
- Aarhus University, Denmark
- Aarhus University Hospital Psychiatry, Denmark
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Köder F, Rummelhoff C, Garraffa M. Comparing pragmatic abilities across multiple languages in adults with ADHD: Insights from a self-report questionnaire. CLINICAL LINGUISTICS & PHONETICS 2024:1-16. [PMID: 39016081 DOI: 10.1080/02699206.2024.2374909] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2024] [Accepted: 06/24/2024] [Indexed: 07/18/2024]
Abstract
Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with pragmatic language impairments in children, but less is known about the communicative abilities of adults with ADHD, especially when using a second or third language. In this study, we developed a questionnaire to collect self-report measures of a set of pragmatic skills in a person's first, second and third language, comparing adults with and without an ADHD diagnosis. One hundred seventy-nine multilingual adults with (N = 91) and without ADHD (N = 88) completed the survey. As predicted, adults with ADHD reported more pragmatic difficulties than the control group. More specifically, people with ADHD showed pronounced impairments in regulating their behaviour in spoken interactions in the form of excessive talking, frequently interrupting others, and speaking without thinking first. Notably, these types of hyperactive and impulsive behaviours were significantly reduced when people with ADHD communicated in a second or third language. For pragmatic difficulties related to inattention such as concentrating on a conversation, both groups tended to be more inattentive in their third language compared to their first and second language. The understanding of non-literal language was only affected by ADHD in the first language and was generally more taxing in a language with lower proficiency levels. Our study contributes to a more nuanced understanding of how ADHD affects different kinds of communicative abilities in multilingual adults. It also has implications for clinical practice, highlighting the importance of assessing symptoms of inattention, hyperactivity, and impulsivity in a person's dominant language.
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Affiliation(s)
- Franziska Köder
- Department of Linguistics and Scandinavian Studies, University of Oslo, Oslo, Norway
| | - Cecilie Rummelhoff
- Department of Linguistics and Scandinavian Studies, University of Oslo, Oslo, Norway
| | - Maria Garraffa
- Department of Linguistics and Scandinavian Studies, University of Oslo, Oslo, Norway
- School of Health Sciences, University of East Anglia, Norwich, UK
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Katsarou DV, Efthymiou E, Kougioumtzis GA, Sofologi M, Theodoratou M. Identifying Language Development in Children with ADHD: Differential Challenges, Interventions, and Collaborative Strategies. CHILDREN (BASEL, SWITZERLAND) 2024; 11:841. [PMID: 39062289 PMCID: PMC11276514 DOI: 10.3390/children11070841] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2024] [Revised: 06/10/2024] [Accepted: 06/17/2024] [Indexed: 07/28/2024]
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) significantly influences children's language acquisition and usage. This theoretical study explores the multifaceted impact of ADHD on language development, specifically focusing on reading and writing challenges. Existing research reveals that approximately 30% of children with ADHD show significant delays in reading proficiency. Additionally, about 40% of these children struggle with phonological processing, which directly impacts their reading and writing skills. Interventions targeting executive function training combined with phonics-based instruction have been shown to significantly improve language outcomes. This study introduces a comprehensive framework connecting these challenges to specific interventions and collaborative strategies, emphasizing the importance of a multi-disciplinary approach. This work provides perspectives on the specific connections between ADHD symptoms and language difficulties, offering detailed potential solutions based on empirical data. Moreover, it features the necessity of adopting integrated intervention strategies to advance academic outcomes and communicative competencies for children with ADHD, providing new understandings into effective educational practices.
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Affiliation(s)
- Dimitra V. Katsarou
- Department of Preschool Education Sciences and Educational Design, Faculty of Humanities, University of the Aegean, 85132 Rhodes, Greece;
| | - Efthymia Efthymiou
- Department of Interdisciplinary Studies, Zayed University, Abu Dhabi 144534, United Arab Emirates
| | - Georgios A. Kougioumtzis
- Department of Turkish Studies and Modern Asian Studies, Faculty of Economic and Political Sciences, National and Kapodistrian University of Athens, 15772 Athens, Greece;
| | - Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece;
| | - Maria Theodoratou
- School of Social Sciences, Hellenic Open University, 26335 Patras, Greece;
- Department of Psychology, School of Health Sciences, Neapolis University, 8042 Pafos, Cyprus
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Redmond SM, Ash AC, Li H, Zhang Y. Links Among Attention-Deficit/Hyperactivity Disorder Symptoms and Psycholinguistic Abilities Are Different for Children With and Without Developmental Language Disorder. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024:1-20. [PMID: 38980144 DOI: 10.1044/2024_ajslp-23-00388] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/10/2024]
Abstract
PURPOSE Both developmental language disorder (DLD) and attention-deficit/hyperactivity disorder (ADHD) represent relatively common and chronic neurodevelopmental conditions associated with increased risk for poor academic and interpersonal outcomes. Reports of common co-occurrence suggest these neurodevelopmental disruptions might also be linked. Most of the data available on the issue have been based on case-control studies vulnerable to ascertainment and other biases. METHOD Seventy-eight children, representing four neurodevelopmental profiles (DLD, ADHD, co-occurring ADHD + DLD, and neurotypical development), were administered a battery of psycholinguistic tests. Parents provided standardized ratings of the severity of their children's inattention, hyperactivity/impulsivity, and executive function symptoms. Examiners were blinded to children's clinical status. Group differences, correlations, and best subset regression analyses were used to examine potential impacts of children's ADHD symptoms on their psycholinguistic abilities. RESULTS For children with DLD, significant links between their ADHD symptoms and psycholinguistic abilities were limited to the contributions of elevated hyperactivity/impulsivity symptoms to lower pragmatic abilities. For children without DLD, inattention symptoms contributed to lower levels of performance in pragmatic, sentence recall, receptive vocabulary, and narrative abilities. DISCUSSION Links among children's ADHD symptoms and their psycholinguistic abilities were different for children with and without DLD. Implications for the provision of clinical services are discussed.
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Affiliation(s)
| | | | - Haojia Li
- The University of Utah, Salt Lake City
| | - Yue Zhang
- The University of Utah, Salt Lake City
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Keating J, Uljarević M, van Goozen SHM, Abbot-Smith K, Hay DF, Leekam SR. Assessing pragmatic language difficulties using the Revised Children's Communication Checklist-2. Exploratory structural equation modeling and associations with restricted and repetitive behaviors. Autism Res 2024; 17:584-595. [PMID: 38311962 DOI: 10.1002/aur.3100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Accepted: 01/10/2024] [Indexed: 02/06/2024]
Abstract
In this paper, we investigated the psychometric properties of the Child Communication Checklist-Revised (CCC-R) for the first time with an English-speaking sample. We used a confirmatory application of exploratory structural equation modeling (ESEM) to re-evaluate the CCC-R's psychometric properties. We found strong support for its use as an assessment for pragmatic and structural language. Our second main aim was to explore associations between pragmatic and structural language and restricted and repetitive behaviors (RRBs), two hallmark characteristics of autism. We used the CCC-R and Repetitive Behavior Questionnaire (RBQ-2) to investigate these associations in a diverse non-clinical sample of children, taking a transdiagnostic approach. We intentionally excluded autism and other neurodevelopmental diagnoses to test, (1) the CCC-R in a broad sample and (2) the association between pragmatic language and RRB in children not already selected for that association. The sample comprised two groups of children, one was community sampled (n = 123) and the other (n = 143) included children with non-specific behavioral, emotional and/or cognitive difficulties referred to an assessment unit by schools. We found clear associations between pragmatic language difficulties and RRBs in both groups. Regression analysis showed that pragmatic language was the only significant contributor to RRBs even after Grammatical-Semantic score, age, sex, and socioeconomic status were controlled. The pattern was the same for both recruitment groups. However, the effects were stronger for the school-referred group which also had more pragmatic difficulties, grammatical-semantic difficulties and RRBs. A robust link between pragmatic language and RRBs, established in autism, has continuity across the broader non-clinical population.
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Affiliation(s)
- Jennifer Keating
- Cardiff University Centre for Human Developmental Science, School of Psychology, Cardiff University, Cardiff, UK
| | - Mirko Uljarević
- Department of Psychiatry and Behavioural Sciences, Stanford University, Stanford, California, USA
| | - Stephanie H M van Goozen
- Cardiff University Centre for Human Developmental Science, School of Psychology, Cardiff University, Cardiff, UK
| | | | - Dale F Hay
- Cardiff University Centre for Human Developmental Science, School of Psychology, Cardiff University, Cardiff, UK
| | - Susan R Leekam
- Cardiff University Centre for Human Developmental Science, School of Psychology, Cardiff University, Cardiff, UK
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Dall M, Weber C, Holzinger D, Binder D, Hofer J, Horvarth S, Müllegger D, Rosenthaler C, Zöhrer R, Fellinger J. Preschool Children with Hearing Loss: Social Communication and Parenting Stress. J Pers Med 2023; 14:47. [PMID: 38248749 PMCID: PMC10821039 DOI: 10.3390/jpm14010047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Revised: 12/21/2023] [Accepted: 12/26/2023] [Indexed: 01/23/2024] Open
Abstract
Studies on parenting stress (PS) in parents of children with hearing loss (HL) have found relationships between child behavior, language skills and parenting stress. The role of early social communication skills has not been researched before. The aim of this cross-sectional study was to investigate the relationship between child behavior, social communication and PS. The study was performed in a subgroup of a total population sample from the AChild (Austrian Children with Hearing Impairment-Longitudinal Databank) study. Preschool children (n = 81) with all degrees of HL and average cognitive functioning and their families were included, and the Parenting Stress Index (PSI) was used. Through factor component analysis, compound scores for externalizing/internalizing problem behavior and hyperactivity were analyzed. Although mean PS was not elevated, the proportion of those with elevated scores was higher compared with the norm population. There was a strong correlation between child behavior problems and PS (strongest correlation: externalizing problem behavior r = 0.643; p < 0.001). All three problem behaviors accounted for 49.7% of the variance in PS. An indirect effect of social communication on PS was almost completely mediated by problem behavior (especially hyperactivity). The importance of social communication development with respect to problem behavior and PS is highlighted.
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Affiliation(s)
- Magdalena Dall
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, 4020 Linz, Austria; (C.W.); (D.H.); (J.H.); (D.M.); (J.F.)
| | - Christoph Weber
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, 4020 Linz, Austria; (C.W.); (D.H.); (J.H.); (D.M.); (J.F.)
- Department for Inclusive Education, University of Education Upper Austria, 4020 Linz, Austria
| | - Daniel Holzinger
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, 4020 Linz, Austria; (C.W.); (D.H.); (J.H.); (D.M.); (J.F.)
- Institute of Neurology of Senses and Language, Hospital of St. John of God, 4020 Linz, Austria; (D.B.); (S.H.); (C.R.)
- Institute of Linguistics, University of Graz, 8010 Graz, Austria
| | - Doris Binder
- Institute of Neurology of Senses and Language, Hospital of St. John of God, 4020 Linz, Austria; (D.B.); (S.H.); (C.R.)
| | - Johannes Hofer
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, 4020 Linz, Austria; (C.W.); (D.H.); (J.H.); (D.M.); (J.F.)
- Institute of Neurology of Senses and Language, Hospital of St. John of God, 4020 Linz, Austria; (D.B.); (S.H.); (C.R.)
| | - Sonja Horvarth
- Institute of Neurology of Senses and Language, Hospital of St. John of God, 4020 Linz, Austria; (D.B.); (S.H.); (C.R.)
| | - Daiva Müllegger
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, 4020 Linz, Austria; (C.W.); (D.H.); (J.H.); (D.M.); (J.F.)
- Institute of Neurology of Senses and Language, Hospital of St. John of God, 4020 Linz, Austria; (D.B.); (S.H.); (C.R.)
| | - Christoph Rosenthaler
- Institute of Neurology of Senses and Language, Hospital of St. John of God, 4020 Linz, Austria; (D.B.); (S.H.); (C.R.)
| | - Ruth Zöhrer
- Michael Ogon Laboratory for Orthopaedic Research, Orthopaedic Hospital Speising, 1130 Vienna, Austria;
| | - Johannes Fellinger
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, 4020 Linz, Austria; (C.W.); (D.H.); (J.H.); (D.M.); (J.F.)
- Institute of Neurology of Senses and Language, Hospital of St. John of God, 4020 Linz, Austria; (D.B.); (S.H.); (C.R.)
- Division of Social Psychiatry, University Clinic for Psychiatry and Psychotherapy, Medical University of Vienna, 1090 Vienna, Austria
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Russell KMH, Redmond SM, Ash AC. Psycholinguistic profiling of children with sluggish cognitive tempo. CLINICAL LINGUISTICS & PHONETICS 2023; 37:828-844. [PMID: 35748339 PMCID: PMC9789211 DOI: 10.1080/02699206.2022.2092422] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2021] [Revised: 05/27/2022] [Accepted: 06/14/2022] [Indexed: 06/15/2023]
Abstract
Language disorders are frequently comorbid with attention deficit/hyperactivity disorder (ADHD). Sluggish cognitive tempo (SCT), a second attention disorder, may potentially explain some of the links between language disorders and ADHD. In this study we examined the psycholinguistic abilities of 207 children (mean age 7;10) with and without clinically significant levels of SCT symptoms to determine the degree to which symptoms of language disorder co-occur in cases of SCT. Analyses of children's tense-marking, nonword repetition, and sentence recall indicated that deficits in these areas were not associated with SCT. Instead, SCT appears to be more closely aligned with features of social (pragmatic) communication disorder.
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Affiliation(s)
- Kirsten M Hannig Russell
- Department of Communication Sciences and Disorders, University of Utah, Salt Lake City, Utah, USA
| | - Sean M Redmond
- Department of Communication Sciences and Disorders, University of Utah, Salt Lake City, Utah, USA
| | - Andrea C Ash
- Department of Communication Sciences and Disorders, University of Utah, Salt Lake City, Utah, USA
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Djordjevic M, Glumbić N, Brojčin B, Banković S, Žunić Pavlović V. Differences in pragmatic communication skills of adults with intellectual disabilities and dual diagnoses. Front Psychiatry 2023; 14:1072736. [PMID: 36816408 PMCID: PMC9934929 DOI: 10.3389/fpsyt.2023.1072736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Accepted: 01/17/2023] [Indexed: 02/05/2023] Open
Abstract
INTRODUCTION Pragmatics includes a set of skills related to language structure and meaning that allow the speaker to use the language appropriately and in accordance with different communication situations. The aim of this research was to determine the differences in pragmatic communication skills of adults with intellectual disabilities, dual diagnoses, and typical development, and to determine the effects of gender, age, the level of intellectual functioning and speech comprehension on their achievements on two assessment instruments. METHODS The sample included 180 adults (60 typically developing participants, 60 with intellectual disabilities, and 60 participants with dual diagnoses). We used two instruments to assess pragmatic communication skills - Communication Checklist - Adult, CC-A, and the Assessment Battery for Communication, ABaCo. In order to test the differences between the three groups of participants, we used canonical discriminant analysis. RESULTS Discriminant analysis revealed two significant canonical functions. Function one (speech comprehension and the level of intellectual disability, social engagement, and paralinguistic scale) differentiates between typically developing participants and participants with dual diagnoses the most. The second canonical function (language structure, linguistic scale, paralinguistic scale, extralinguistic scale, and context scale) differentiates between participants with intellectual disabilities and participants with dual diagnoses the most. According to the results, age did not affect pragmatic achievements. DISCUSSION Pragmatic skills are very complex, and different instruments measure different dimensions of these abilities. The results of this research lead to the conclusion that we can differentiate between the pragmatic abilities of typically developing people, people with intellectual disabilities, and those with dual diagnoses with the help of the ABaCo battery and the CC-A questionnaire.
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Affiliation(s)
- Mirjana Djordjevic
- Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
| | - Nenad Glumbić
- Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
| | - Branislav Brojčin
- Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
| | - Slobodan Banković
- Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
| | - Vesna Žunić Pavlović
- Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
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He W, Liu W, Mao M, Cui X, Yan T, Xiang J, Wang B, Li D. Reduced Modular Segregation of White Matter Brain Networks in Attention Deficit Hyperactivity Disorder. J Atten Disord 2022; 26:1591-1604. [PMID: 35373644 DOI: 10.1177/10870547221085505] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE Despite studies reporting alterations in the brain networks of patients with ADHD, alterations in the modularity of white matter (WM) networks are still unclear. METHOD Based on the results of module division by generalized Louvain algorithm, the modularity of ADHD was evaluated. The correlation between the modular changes of ADHD and its clinical characteristics was analyzed. RESULTS The participation coefficient and the connectivity between modules of ADHD increased, and the modularity coefficient decreased. Provincial hubs of ADHD did not change, and the number of connector hubs increased. All results showed that the modular segregation of WM networks of ADHD decreased. Modules with reduced modular segregation are mainly responsible for language and motor functions. Moreover, modularity showed evident correlation with the symptoms of ADHD. CONCLUSION The modularity changes in WM network provided a novel insight into the understanding of brain cognitive alterations in ADHD.
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Affiliation(s)
- Wenbo He
- Taiyuan University of Technology, Shanxi, China
| | - Weichen Liu
- Taiyuan University of Technology, Shanxi, China
| | - Min Mao
- Taiyuan University of Technology, Shanxi, China
| | | | - Ting Yan
- Shanxi Medical University, Taiyuan, China
| | - Jie Xiang
- Taiyuan University of Technology, Shanxi, China
| | - Bin Wang
- Taiyuan University of Technology, Shanxi, China
| | - Dandan Li
- Taiyuan University of Technology, Shanxi, China
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Alduais A, Majorano M, Andrés‐Roqueta C, Hamaguchi P, Persici V, Qasem F. Conceptualizing, defining, and assessing pragmatic language impairment in clinical settings: A scoping review. INFANT AND CHILD DEVELOPMENT 2022. [DOI: 10.1002/icd.2368] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Ahmed Alduais
- Department of Human Sciences University of Verona Verona Italy
| | | | - Clara Andrés‐Roqueta
- Department of Developmental, Educational, Social and Methodological Psychology Universitat Jaume I de Castellón Castelló de la Plana Spain
| | - Patricia Hamaguchi
- Hamaguchi Apps for Speech‐Language & Auditory Development, Hamaguchi & Associates Pediatric Speech‐language Pathologists, Inc. Cupertino California USA
| | | | - Fawaz Qasem
- Department of English, College of Science and Arts University of Bisha Al‐Namas Saudi Arabia
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Flores-Buils R, Andrés-Roqueta C. Factors influencing resilience of parents with children with neurodevelopmental disorders: The role of structural language, social cognition, and social support. Front Psychiatry 2022; 13:886590. [PMID: 36159927 PMCID: PMC9493182 DOI: 10.3389/fpsyt.2022.886590] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Accepted: 08/22/2022] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND Resilience allows a more positive coping and improves parents' wellbeing when they face a difficult situation like having a child with a neurodevelopmental disorder (NDD). We aim to analyze the development of resilience in parents of children with different NDD (ASD, DLD and ADHD) with different levels of structural language and social cognition, as well as the social support available for their families, and compare it to children with typical development (TD). METHOD We analyzed the level of resilience of 156 parents, 73 with children with TD and 73 with three different NDD, taking into account variables such as age, structural language (receptive grammar) and social cognition (emotional understanding) of the children, and also the type of social support available to them. RESULTS Children with DLD and ASD showed lower receptive grammar and emotional comprehension skills, although only parents of children with ASD obtained better resilience scores. Moreover, age of children and formal support variables predicted the resilience of the parents according to the type of NDD. DISCUSSION The severity of social cognition and structural language difficulties of children with NDD and the fact of having support from professionals and family associations have a significant influence on the development of parental resilience.
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Affiliation(s)
- Raquel Flores-Buils
- Department of Developmental, Educational Social and Methodological Psychology, Universitat Jaume I, Castellón de la Plana, Spain
| | - Clara Andrés-Roqueta
- Department of Developmental, Educational Social and Methodological Psychology, Universitat Jaume I, Castellón de la Plana, Spain
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