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Kotsis K, Boukouvala M, Tzotzi A, Koullourou I, Mitropoulou A, Serdari A, Siafaka V, Hyphantis T. Health-Related Quality of Life and Behavioral Difficulties in Greek Preschool Children with Developmental Language Disorder. Healthcare (Basel) 2024; 12:470. [PMID: 38391845 PMCID: PMC10888439 DOI: 10.3390/healthcare12040470] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2024] [Revised: 02/11/2024] [Accepted: 02/12/2024] [Indexed: 02/24/2024] Open
Abstract
Developmental language disorder (DLD) has a great impact on language skills as well as on a wide range of functioning areas, such as social and school functioning. In the present study, we aim to explore the Health-Related Quality of Life (HRQoL) of preschool children with DLD, compared to children with no language difficulties, using a self and proxy report method. A total of 230 parents of preschool children with DLD and 146 parents of children without language difficulties completed the Pediatric Quality of Life Inventory (PedsQLTM) 4.0 Generic Core Module and the Strengths and Difficulties Questionnaire (SDQ). Additionally, 71 children with DLD and 55 peers without DLD completed the self-reported PedsQLTM module. The parents of kindergarten children (5-6 years old) with DLD reported that their kids experience worse social and school functioning compared to the control group. In addition, the children with DLD self-reported lower physical and social functioning. The parents of children with DLD reported that their children experience higher hyperactivity/inattention problems than the parents of the control group. Kindergarten children with DLD have a poorer HRQoL compared to their peers, as perceived by themselves and their parents. Moreover, children with DLD present with higher hyperactivity and inattention symptoms. Health professionals working with children who have DLD need to consider not only the language difficulties but also the children's wellbeing and symptoms of hyperactivity and inattention.
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Affiliation(s)
- Konstantinos Kotsis
- Department of Psychiatry, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45 110 Ioannina, Greece
| | - Maria Boukouvala
- Department of Psychiatry, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45 110 Ioannina, Greece
| | - Alexandra Tzotzi
- Department of Psychiatry, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45 110 Ioannina, Greece
| | - Iouliani Koullourou
- Department of Psychiatry, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45 110 Ioannina, Greece
| | - Andromachi Mitropoulou
- Department of Psychiatry, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45 110 Ioannina, Greece
| | - Aspasia Serdari
- Department of Child and Adolescent Psychiatry, Medical School, Democritus University of Thrace, 68 100 Alexandroupolis, Greece
| | - Vassiliki Siafaka
- Department of Speech & Language Therapy, School of Health Sciences, University of Ioannina, 45 500 Ioannina, Greece
| | - Thomas Hyphantis
- Department of Psychiatry, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45 110 Ioannina, Greece
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Singer I, de Wit E, Gorter JW, Luinge M, Gerrits E. A systematic scoping review on contextual factors associated with communicative participation among children with developmental language disorder. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2023; 58:482-515. [PMID: 36239148 DOI: 10.1111/1460-6984.12787] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Accepted: 08/12/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Variations in communicative participation of children with developmental language disorder (DLD) cannot be wholly explained by their language difficulties alone and may be influenced by contextual factors. Contextual factors may support or hinder communicative participation in children, which makes their identification clinically relevant. AIMS To investigate which contextual (environmental and personal) factors in early childhood are protective, risk or neutral factors for communicative participation among school-aged children with DLD, and to identify possible gaps in knowledge about this subject. METHODS & PROCEDURES A scoping review was conducted based on a systematic search of studies published from January 2007 to March 2022 in Pubmed, Embase (without MEDLINE), CINAHL and PsycINFO. In total, 8802 studies were reviewed using predefined eligibility criteria, of which 32 studies were included for data extraction and critically appraised using the Critical Appraisal Skills Programme (2021) tools. MAIN CONTRIBUTION The methodological quality of included studies was adequate to strong. Personal protective factors identified are being a preschool girl, reaching school age and being prosocial, while personal risk factors are becoming a teenager or adolescent, having low socio-cognitive skills and experiencing comorbid mobility impairment or behavioural problems. Gender after the preschool years and non-verbal abilities were not found to be of influence, and the role of socio-emotional skills is inconclusive. Receiving therapy is an environmental protective factor, while the association between socio-economical family characteristics with communicative participation is inconclusive. CONCLUSIONS & IMPLICATIONS Limited research has been conducted on which risk and protective factors present in early childhood are associated with later communicative participation of children with DLD. The influence of co-occurring health conditions, social background variables, individual psychological assets, interpersonal relationships and attitudes of other people represent knowledge gaps. In addition, knowledge about the comparative effectiveness of different types of interventions and service delivery models, and the impact of administrative control, organizational mechanisms and standards established by governments on children's communicative participation is lacking. More longitudinal research is needed focusing on the identification of relevant personal and environmental factors and the interactions between them in relation to communicative participation outcomes. WHAT THIS PAPER ADDS What is already known on this subject Children with DLD experience varying degrees of communicative participation restrictions. Insight into contextual factors that influence communicative participation can help to identify children at risk and inform family and child-centred therapy. Systematic research on contextual factors that facilitate or hinder communicative participation in children with DLD is currently lacking. What this paper adds to existing knowledge Knowledge of protective factors can guide the development of interventions for children and young people with DLD that boost resilience and facilitate communicative participation, while insight into the risk factors can help professionals identify the most vulnerable children and develop interventions that can lift or neutralize barriers present in the life of these children. Specific groups potentially at risk are young boys, children with co-morbid mobility impairment, children with conduct problems, and children reaching adolescence. In contrast, potentially protective factors are reaching school age and being prosocial. In addition, the development of socio-cognitive skills may be beneficial for the communicative participation of children with DLD. What are the potential or actual clinical implications of this work? To support communicative participation, it is important that professionals who work with children with DLD understand which groups are at risk for communicative participation restrictions, and which factors can foster resilience. In the absence of evidence-based instruments for the systematic assessment of personal and environmental factors, consulting parents and children on the contextual factors that they perceive as important remains critical.
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Affiliation(s)
- Ingrid Singer
- Research group Speech and Language Therapy, HU University of Applied Sciences Utrecht, the Netherlands
- Utrecht University, Utrecht, the Netherlands
| | - Ellen de Wit
- Hanze University of Applied Sciences Groningen, Groningen, the Netherlands
| | | | - Margreet Luinge
- Hanze University of Applied Sciences Groningen, Groningen, the Netherlands
| | - Ellen Gerrits
- Research group Speech and Language Therapy, HU University of Applied Sciences Utrecht, the Netherlands
- Utrecht University, Utrecht, the Netherlands
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Helland SS, Røysamb E, Schjølberg S, Øksendal E, Gustavson K. Pathways From Preschool Language Difficulties to School-Age Internalizing Problems. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1561-1573. [PMID: 35290086 DOI: 10.1044/2021_jslhr-21-00548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE Early language difficulties are associated with later internalizing problems across different ages and for different aspects of language. The mechanisms behind this association are, however, less understood. In the current study, we investigated longitudinal associations between language difficulties at 5 years and internalizing problems at 6 years. We also examined emotion regulation, empathy, assertiveness, and social engagement at 6 years as possible pathways for this association. METHOD A subsample from the Norwegian Mother, Father and Child Cohort Study (MoBa) was used (N = 928). Structural equation models were developed to test the longitudinal associations and indirect pathways between language and internalizing problems. RESULTS The results showed high stability for internalizing problems from 5 to 6 years (β = .59, p < .001). Furthermore, semantic language difficulties predicted change in internalizing problems (β = .12, p < .001). Finally, the path between semantic language and internalizing problems was partially mediated by social engagement and emotion regulation, with the indirect pathways accounting for 55% of the initial association. For girls, there was a significantly stronger correlation (p < .05) between semantic language difficulties and internalizing problems at baseline (r = .30, p < .001) than for boys (r = .16, p < .001). Otherwise, there were no sex differences. CONCLUSIONS Indirect pathways from language difficulties to internalizing problems were identified through social engagement and emotion regulation. The results may guide targets for intervention in groups of children with language difficulties at risk for developing internalizing problems.
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Affiliation(s)
- Siri Saugestad Helland
- Department of Child Health and Development, Norwegian Institute of Public Health, Oslo, Norway
- Regional Centre for Child and Adolescent Mental Health (RBUP) of Eastern and Southern Norway, Oslo
| | - Espen Røysamb
- Department of Child Health and Development, Norwegian Institute of Public Health, Oslo, Norway
- Department of Psychology, PROMENTA Research Centre, University of Oslo, Norway
| | - Synnve Schjølberg
- Department of Child Health and Development, Norwegian Institute of Public Health, Oslo, Norway
| | - Elise Øksendal
- Department of Child Health and Development, Norwegian Institute of Public Health, Oslo, Norway
- National Service for Special Needs Education (Statped), Oslo, Norway
| | - Kristin Gustavson
- Department of Psychology, PROMENTA Research Centre, University of Oslo, Norway
- Department of Mental Disorders, Norwegian Institute of Public Health, Oslo, Norway
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Rojas NM, Abenavoli RM. Bidirectionality in behavioral regulation, emotional competence, and expressive vocabulary skills: Moderation by preschool social-emotional programs. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101316] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Ertanir B, Kaiser-Kratzmann J, Sachse S. Long-term interrelations between socio-emotional and language competencies among preschool dual language learners in Germany. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:735-754. [PMID: 33314070 DOI: 10.1111/bjep.12391] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2020] [Revised: 08/01/2020] [Indexed: 11/26/2022]
Abstract
BACKGROUND Recent research has shown that socio-emotional and language competencies are positively associated with each other. However, few studies have explored these associations for the second language competencies (L2) of young dual language learners (DLLs). AIMS This longitudinal study investigated possible bidirectional associations between L2 language (expressive and receptive vocabulary) and socio-emotional competencies among preschool DLLs. SAMPLE The participants were 216 German DLLs (MT1 = 52.67 months; SD = 9.54; 53% girls) who were recruited from 19 preschools. METHOD L2 skills were assessed at three time points over the course of one year using standardized tests for expressive and receptive vocabulary. Children's teachers rated their socio-emotional strengths and behaviour concerns. Cross-lagged panel analyses were used to examine the temporal interplay and longitudinal directionality of effects controlling for children's age, sex, type of language acquisition (sequential vs. simultaneous), and socio-economic status. RESULTS Vocabulary skills and socio-emotional skills were positively correlated with one another at each time point, such that children with better language proficiency were rated by their teachers as children with higher levels of socio-emotional competence. Moreover, our results provided support for an effect of early socio-emotional skills (T1) on the relative increase in L2 vocabulary skills (T2 & T3), particularly for expressive vocabulary. However, our results did not demonstrate a statistically significant effect of better L2 language skills on the relative change in socio-emotional competencies. CONCLUSION Our results suggest unidirectional longitudinal relations between the socio-emotional and L2 skills, signifying the role of socio-emotional skills for the vocabulary development of DLLs.
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Affiliation(s)
- Beyhan Ertanir
- Department of Developmental Psychology, Heidelberg University of Education, Germany.,Department of Psychology, Heidelberg University, Germany.,Institute Research and Development, School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
| | - Jens Kaiser-Kratzmann
- Department of Early Childhood Education, Catholic University of Eichstaett-Ingolstadt, Germany
| | - Steffi Sachse
- Department of Developmental Psychology, Heidelberg University of Education, Germany
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Whicker JJ, Muñoz K, Pearson NJ, Landon TJ, Nelson LH, White KR, Twohig MP. Hearing care and management priority among parents of children with Down syndrome: a grounded theory. Int J Audiol 2020; 60:629-640. [PMID: 33084437 DOI: 10.1080/14992027.2020.1836407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
OBJECTIVE This study qualitatively explored the factors that influence how parents of children who are Deaf or hard-of-hearing with Down syndrome prioritise hearing care and management and developed an associated theory to explain that priority. DESIGN Grounded theory was used for the purposes of this qualitative study. Data were collected using in-depth interviews which were analysed using a three-tiered qualitative coding process. STUDY SAMPLE Eighteen mothers of children who are Deaf or hard-of-hearing with Down syndrome participated in this study. RESULTS The higher the extent of engaged professional support, perception of benefit for child, parent activation, and family engagement, the higher the priority for hearing care and management will likely be among parents of children who are Deaf or hard-of-hearing with Down syndrome. CONCLUSIONS Understanding how parents of children who are Deaf or hard-of-hearing with Down syndrome decide to prioritise hearing care and management has implications for how hearing health providers and others provide care to parents to enhance priority for hearing-related needs.
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Affiliation(s)
- John J Whicker
- Department of Rehabilitation, Primary Children's Hospital, Salt Lake City, UT, USA
| | - Karen Muñoz
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan, UT, USA.,National Center for Hearing Assessment and Management, Utah State University, Logan, UT, USA
| | - Nicole J Pearson
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan, UT, USA
| | - Trenton J Landon
- Department of Special Education and Rehabilitation, Utah State University, Logan, UT, USA
| | - Lauri H Nelson
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan, UT, USA
| | - Karl R White
- National Center for Hearing Assessment and Management, Utah State University, Logan, UT, USA.,Department of Psychology, Utah State University, Logan, UT, USA
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Rose E, Weinert S, Ebert S. The roles of receptive and productive language in children’s socioemotional development. SOCIAL DEVELOPMENT 2018. [DOI: 10.1111/sode.12317] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Affiliation(s)
- Elisabeth Rose
- Department of Developmental Psychology; Otto-Friedrich-University; Bamberg Germany
| | - Sabine Weinert
- Department of Developmental Psychology; Otto-Friedrich-University; Bamberg Germany
| | - Susanne Ebert
- Department of Developmental Psychology; Otto-Friedrich-University; Bamberg Germany
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Cirino PT, Child AE, Macdonald K. Longitudinal Predictors of the Overlap between Reading and Math Skills. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018; 54:99-111. [PMID: 30559576 PMCID: PMC6294126 DOI: 10.1016/j.cedpsych.2018.06.002] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The predictors of developing reading skill are well known, and there is increasing coherence around predictors of developing math as well. These achievement skills share strong relations. Less knowledge is available regarding the extent to which predictors overlap and predict one another, particularly longitudinally, and across different types of reading and math. We followed kindergarten students (n = 193) for one year, evaluating a range of relevant predictor skills in kindergarten, and a range of relevant achievement outcomes (core, fluency, complex) of reading and math in grade 1. Few predictors differentially predicted math versus reading with some exception (phonological awareness and rapid naming for reading; counting knowledge for math). The pattern was more similar for core and fluency outcomes relative to complex ones. A small set of predictors accounted for much of the overlap among math and reading outcomes, regardless of type (core, fluency, or complex). Results have the potential to inform the development of early screening tools to consider both achievement domains simultaneously, and support the importance of following students identified as at-risk in one domain for their performance in both domains.
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Affiliation(s)
- Paul T Cirino
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston
| | - Amanda E Child
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston
| | - Kelly Macdonald
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston
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Starke A. Effects of anxiety, language skills, and cultural adaptation on the development of selective mutism. JOURNAL OF COMMUNICATION DISORDERS 2018; 74:45-60. [PMID: 29859412 DOI: 10.1016/j.jcomdis.2018.05.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2017] [Revised: 04/04/2018] [Accepted: 05/24/2018] [Indexed: 06/08/2023]
Abstract
Although bilingual children are thought to be at higher risk for selective mutism (SM), little is known about the development of SM in this population. This study investigates the effects of children's anxiety and language skills and parents' cultural adaptation on the development of SM. 15 bilingual (11 mute, 4 speaking at the beginning of the study) and 15 monolingual children (7 mute, 8 speaking at the beginning of the study) between the ages of 3 years and 5 years 8 months were assessed longitudinally over a 9-month period. Children's anxiety and parents' cultural adaptation were examined via parent questionnaires. Receptive language skills were assessed with a standardized test. Every 3 months, parents and preschool teachers reported on the children's speaking behavior via questionnaires. Anxiety best predicted the development of mute behavior. There was no effect of bilingual status on its own. The effect of language skills did not reach significance but was considerably higher in preschool settings in comparison with family and public situations. Results also indicated an association between parents' orientation to the mainstream culture and children's speaking behavior in preschool. Level of anxiety might function as an early indicator of SM, especially in bilingual children, when information on language proficiency is scarce. There is still a need for intensive research in order to further the understanding of the development of SM in bilingual children.
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Affiliation(s)
- Anja Starke
- Department of Language and Communication, School of Rehabilitation Sciences, TU Dortmund University, Germany.
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Language difficulties and internalizing problems: Bidirectional associations from 18 months to 8 years among boys and girls. Dev Psychopathol 2017; 30:1239-1252. [PMID: 29117871 DOI: 10.1017/s0954579417001559] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Studies have shown that early language difficulties are associated with later internalizing problems. Less is known about the nature of the association: the bidirectional relationship over time, the role of different types of language difficulties, and gender differences. The present study examined bidirectional longitudinal associations between parent-rated language difficulties and internalizing problems in a four-wave cross-lagged model from 18 months to 8 years. Data from the Norwegian Mother and Child Cohort Study were used (N = 114,000). Gender-specific dichotomized language variables were created, and associations were investigated uniquely for boys and girls. Logistic regression analyses showed that all cross-lagged associations from 18 months to 5 years were significant for girls (odds ratios [ORs] = 1.48-1.94). For boys, only internalizing problems at 3 years predicted change in language difficulties (OR = 2.33). From 5 to 8 years, the cross-lagged associations between semantic language difficulties and internalizing problems were significant and strong for girls (ORs = 1.92-2.97) and nonsignificant for boys. The results suggest that the associations between language difficulties and internalizing problems are bidirectional from an early age, and that girls are especially vulnerable for developing co-occurring language difficulties and internalizing problems during the years of transition to school.
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Girard LC, Pingault JB, Doyle O, Falissard B, Tremblay RE. Developmental Associations Between Conduct Problems and Expressive Language in Early Childhood: A Population-Based Study. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 44:1033-43. [PMID: 26496905 DOI: 10.1007/s10802-015-0094-8] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Conduct problems have been associated with poor language development, however the direction of this association in early childhood remains unclear. This study examined the longitudinal directional associations between conduct problems and expressive language ability. Children enrolled in the UK Millennium Cohort Study (N = 14, 004; 50.3 % boys) were assessed at 3 and 5 years of age. Parent reports of conduct problems and standardised assessments of expressive language were analyzed using cross-lagged modeling. Conduct problems at 3 years was associated with poorer expressive language at 5 years and poorer expressive language at 3 years was associated with increased conduct problems by 5 years. The results support reciprocal associations, rather than a specific unidirectional path, which is commonly found with samples of older children. The emergence of problems in either domain can thus negatively impact upon the other over time, albeit the effects were modest. Studies examining the effects of intervention targeting conduct problems and language acquisition prior to school entry may be warranted in testing the efficacy of prevention programmes related to conduct problems and poor language ability early in childhood.
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Affiliation(s)
- Lisa-Christine Girard
- Research Unit on Children's Psychosocial Maladjustment (GRIP), Université de Montreal, Montréal, QC, Canada.
- Paris-Sud Innovation Group in Adolescent Mental Health, Institut National de la Santé et de la Recherche Médicale (INSERM U669), Inserm U669 97 Boulevard du Port-Royal, 75679, Paris cedex 14, France.
- School of Public Health, Physiotherapy, and Population Sciences, Geary Institute for Public Policy, University College Dublin, Room B205, Belfield, Dublin 4, Ireland.
| | | | - Orla Doyle
- School of Economics, Geary Institute for Public Policy, University College Dublin, Dublin, Ireland
| | - Bruno Falissard
- Paris-Sud Innovation Group in Adolescent Mental Health, Institut National de la Santé et de la Recherche Médicale (INSERM U669), Inserm U669 97 Boulevard du Port-Royal, 75679, Paris cedex 14, France
- Faculté de Médecine, Université Paris-Sud, Orsay, France
- Faculté de Médecine, Université Paris-Descartes, Paris, France
| | - Richard E Tremblay
- Research Unit on Children's Psychosocial Maladjustment (GRIP), Université de Montreal, Montréal, QC, Canada
- Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk Oblast, Russian Federation
- Department of Psychology, University of Montreal, Montreal, QC, Canada
- School of Public Health, Physiotherapy and Population Sciences, University College Dublin, Dublin, Ireland
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Associations Between Language and Problem Behavior: a Systematic Review and Correlational Meta-analysis. EDUCATIONAL PSYCHOLOGY REVIEW 2016. [DOI: 10.1007/s10648-016-9385-z] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
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Andrés-Roqueta C, Adrian JE, Clemente RA, Villanueva L. Social cognition makes an independent contribution to peer relations in children with Specific Language Impairment. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 49-50:277-90. [PMID: 26745788 DOI: 10.1016/j.ridd.2015.12.015] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2015] [Revised: 12/22/2015] [Accepted: 12/22/2015] [Indexed: 05/11/2023]
Abstract
BACKGROUND Language is important for developing and maintaining social relationships, and also for understanding others minds. Separate studies have shown that children with Specific Language Impairment (SLI) present difficulties in both abilities, although the role of social cognition (SC) on peers' perception remains unexplored. AIMS The present study aims to assess specific sociometric features of children with SLI through peer nominations of liking and disliking, and also to explore their relationship to the children's SC. METHODS AND PROCEDURES Thirty-five children with SLI attending ordinary schools (3;10 to 8;00 years old) and thirty-five age-matched children (AM) were assessed with language, SC and sociometric measures. RESULTS SLI group received more disliked nominations and had lower scores on SC tasks compared to the AM group. After controlling for age and language, SC made an independent contribution to disliked nominations within the SLI group. CONCLUSIONS Difficulties with peers of children with SLI are related to their language level but also with their SC abilities. Consequently, only resolving language impairments will not necessarily improve early peer acceptance in children with SLI. IMPLICATION This finding stresses the importance of early intervention programmes aimed at reducing deleterious effects in later development and socialization with peers.
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Affiliation(s)
- Clara Andrés-Roqueta
- Department of Developmental, Educational, Social and Methodological Psychology, Universitat Jaume I de Castellón, Av/ Sos Baynat, s/n, 12071 Castellón, Spain.
| | - Juan E Adrian
- Department of Developmental, Educational, Social and Methodological Psychology, Universitat Jaume I de Castellón, Av/ Sos Baynat, s/n, 12071 Castellón, Spain.
| | - Rosa A Clemente
- Department of Developmental, Educational, Social and Methodological Psychology, Universitat Jaume I de Castellón, Av/ Sos Baynat, s/n, 12071 Castellón, Spain.
| | - Lidón Villanueva
- Department of Developmental, Educational, Social and Methodological Psychology, Universitat Jaume I de Castellón, Av/ Sos Baynat, s/n, 12071 Castellón, Spain.
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Snowling MJ, Melby-Lervåg M. Oral language deficits in familial dyslexia: A meta-analysis and review. Psychol Bull 2016; 142:498-545. [PMID: 26727308 PMCID: PMC4824243 DOI: 10.1037/bul0000037] [Citation(s) in RCA: 167] [Impact Index Per Article: 20.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
This article reviews 95 publications (based on 21 independent samples) that have examined children at family risk of reading disorders. We report that children at family risk of dyslexia experience delayed language development as infants and toddlers. In the preschool period, they have significant difficulties in phonological processes as well as with broader language skills and in acquiring the foundations of decoding skill (letter knowledge, phonological awareness and rapid automatized naming [RAN]). Findings are mixed with regard to auditory and visual perception: they do not appear subject to slow motor development, but lack of control for comorbidities confounds interpretation. Longitudinal studies of outcomes show that children at family risk who go on to fulfil criteria for dyslexia have more severe impairments in preschool language than those who are defined as normal readers, but the latter group do less well than controls. Similarly at school age, family risk of dyslexia is associated with significantly poor phonological awareness and literacy skills. Although there is no strong evidence that children at family risk are brought up in an environment that differs significantly from that of controls, their parents tend to have lower educational levels and read less frequently to themselves. Together, the findings suggest that a phonological processing deficit can be conceptualized as an endophenotype of dyslexia that increases the continuous risk of reading difficulties; in turn its impact may be moderated by protective factors. (PsycINFO Database Record
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Kauffman NA, Kinnealey M. Comprehensive Social Skills Taxonomy: Development and Application. Am J Occup Ther 2015; 69:6902220030p1-10. [PMID: 26122679 DOI: 10.5014/ajot.2015.013151] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
OBJECTIVE We developed a comprehensive social skills taxonomy based on archived children's social skill goal sheets, and we applied the taxonomy to 6,897 goals of children in 6 diagnostic categories to explore patterns related to diagnosis. METHOD We used a grounded theory approach to code and analyze social skill goals and develop the taxonomy. Multivariate analysis of variance and Tukey post hoc honestly significant difference test were used to analyze differences in social skill needs among diagnostic groups. RESULTS We developed a taxonomy of 7 social skill constructs or categories, descriptions, and behavioral indicators. The 7 social skill categories were reflected across 6 diagnostic groups, and differences in social skill needs among groups were identified. CONCLUSION This comprehensive taxonomy of social skills can be useful in developing research-based individual, group, or institutional programming to improve social skills.
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Affiliation(s)
- Nancy A Kauffman
- Nancy A. Kauffman, EdM, OTR/L, is Private Practitioner, Newtown Square, PA;
| | - Moya Kinnealey
- Moya Kinnealey, PhD, OTR/L, FAOTA, is Faculty Emeritus, Occupational Therapy Program, Temple University, Philadelphia, PA;
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16
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Hoffmann K, Fickes K, Nielsen SK. Motivating the Unmotivated Child: Using Psychosocial Intervention Methods in the School. JOURNAL OF OCCUPATIONAL THERAPY, SCHOOLS, & EARLY INTERVENTION 2014. [DOI: 10.1080/19411243.2014.975069] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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17
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Aro T, Laakso ML, Määttä S, Tolvanen A, Poikkeus AM. Associations between toddler-age communication and kindergarten-age self-regulatory skills. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2014; 57:1405-1417. [PMID: 24687001 DOI: 10.1044/2014_jslhr-l-12-0411] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
PURPOSE In this study, the authors aimed at gaining understanding on the associations of different types of early language and communication profiles with later self-regulation skills by using longitudinal data from toddler age to kindergarten age. METHOD Children with early language profiles representing expressive delay, broad delay (i.e., expressive, social, and/or symbolic), and typical language development were compared in domains of kindergarten-age executive and regulative skills (attentional/executive functions, regulation of emotions and behavioral activity, and social skills) assessed with parental questionnaires. RESULTS Children with delay in toddler-age language development demonstrated poorer kindergarten-age self-regulation skills than children with typical early language development. Broad early language delays were associated with compromised social skills and attentional/executive functions, and early expressive delays were associated with a generally lower level of kindergarten-age executive and regulative skills. Regression analyses showed that both earlier and concurrent language had an effect especially on the attentional/executive functions. CONCLUSIONS The findings suggest that different aspects of toddler-age language have differential associations with later self-regulation. Possible mechanisms linking early language development to later self-regulative development are discussed.
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Gooch D, Hulme C, Nash HM, Snowling MJ. Comorbidities in preschool children at family risk of dyslexia. J Child Psychol Psychiatry 2014; 55:237-46. [PMID: 24117483 PMCID: PMC4523595 DOI: 10.1111/jcpp.12139] [Citation(s) in RCA: 47] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/22/2013] [Indexed: 11/27/2022]
Abstract
BACKGROUND Comorbidity among developmental disorders such as dyslexia, language impairment, attention deficit/hyperactivity disorder and developmental coordination disorder is common. This study explores comorbid weaknesses in preschool children at family risk of dyslexia with and without language impairment and considers the role that comorbidity plays in determining children's outcomes. METHOD The preschool attention, executive function and motor skills of 112 children at family risk for dyslexia, 29 of whom also met criteria for language impairment, were assessed at ages 3½ and 4½ years. The performance of these children was compared to the performance of children with language impairment and typically developing controls. RESULTS Weaknesses in attention, executive function and motor skills were associated with language impairment rather than family risk status. Individual differences in language and executive function are strongly related during the preschool period, and preschool motor skills predicted unique variance (4%) in early reading skills over and above children's language ability. CONCLUSION Comorbidity between developmental disorders can be observed in the preschool years: children with language impairment have significant and persistent weaknesses in motor skills and executive function compared to those without language impairment. Children's early language and motor skills are predictors of children's later reading skills.
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Affiliation(s)
- Debbie Gooch
- Department of Psychology, Royal Holloway, University of London
| | - Charles Hulme
- Division of Psychology and Language Science, University College London
| | - Hannah M Nash
- Division of Psychology and Language Science, University College London
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