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Johnstone KL, Blades M, Martin C. Making memories: The gestural misinformation effect in children aged 11-16-years-old with intellectual/developmental difficulties. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 154:104828. [PMID: 39298997 DOI: 10.1016/j.ridd.2024.104828] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Revised: 07/24/2024] [Accepted: 08/27/2024] [Indexed: 09/22/2024]
Abstract
BACKGROUND In 2016, global records documented around 1 billion child abuse cases, with higher rates among children with Intellectual and Developmental Disabilities (IDD), and most recorded offenses not proceeding to court. Accurate eyewitness testimony is vital for the justice system. Yet, while children with IDD are known to be influenced by verbal misinformation, the effect of gestures on their testimony is still unknown. AIMS The present study assessed the extent to which gesture can mislead children with IDD, alongside comparisons to prior research in typically developing (TD) children. METHOD A sample of children with moderate IDD aged 11-16 years (n = 21, M=12.95 years) were recruited from a UK school, and compared to TD 5-6-year-olds (n = 31, M=5.77 years) and 7-8-year-olds (n = 32, M=7.66 years) from previous published research. After watching a video participants underwent an interview containing 12 questions, some of which contained suggestive gestures. OUTCOMES AND IMPLICATIONS Results demonstrated that in children with IDD, gesture observation significantly influenced responses given, with 18 of 21 children being misled at least once. Comparisons to TD children indicated no difference in suggestibility. This study is the first to examine how leading gestural information affects children with IDD, broadening previous research to a more representative sample for the justice system. Discussion centres on implications for police interview guidelines.
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Gauthier P, Laurans L, Dubuisson O, Aghababian V, Fernandez A, Krouch T, Guivarch J. [Oral language development in maltreated and foster children]. SOINS. PEDIATRIE, PUERICULTURE 2024; 45:42-47. [PMID: 38945681 DOI: 10.1016/j.spp.2024.05.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/02/2024]
Abstract
Language disorders, which are still very poorly detected, are often present in abused children. While the consequences are well known and long-lasting, little is known about the development and specific characteristics of these children, depending on where they were placed, the type of abuse they suffered and the age at which they were placed. This finding led to a review of the literature aimed at better defining the state of knowledge on the subject, for the benefit of better detection and treatment.
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Affiliation(s)
- Pauline Gauthier
- École d'orthophonie, Faculté des sciences médicales et paramédicales, Aix-Marseille université, 27 boulevard Jean-Moulin, 13385 Marseille, France; Département de psychiatrie de l'enfant, AP-HM, 80 rue Brochier, 13274 Marseille, France.
| | - Lisa Laurans
- École d'orthophonie, Faculté des sciences médicales et paramédicales, Aix-Marseille université, 27 boulevard Jean-Moulin, 13385 Marseille, France; Département de psychiatrie de l'enfant, AP-HM, 80 rue Brochier, 13274 Marseille, France
| | - Odile Dubuisson
- Département de psychiatrie de l'enfant, AP-HM, 80 rue Brochier, 13274 Marseille, France
| | - Valérie Aghababian
- École d'orthophonie, Faculté des sciences médicales et paramédicales, Aix-Marseille université, 27 boulevard Jean-Moulin, 13385 Marseille, France; CEReSS UR3279, Faculté des sciences médicales et paramédicales, Aix-Marseille université, 27 boulevard Jean-Moulin, 13385 Marseille, France
| | - Arnaud Fernandez
- Équipe d'accueil CoBTek, Université Côte d'Azur, 10 rue Molière, 06100 Nice, France; Hospitalisation pédopsychiatrie des adolescents (UHCD), 57 avenue de la Californie, 06200 Nice, France; Centre expert du psychotraumatisme pédiatrique, Fondation Lenval-Centre Simone-Veil, 67/69 avenue de la Californie, 06200 Nice, France
| | - Tiphaine Krouch
- Département de psychiatrie de l'enfant, Valvert Hospital, boulevard des Libérateurs, 13011 Marseille, France
| | - Jokthan Guivarch
- Département de psychiatrie de l'enfant, AP-HM, 80 rue Brochier, 13274 Marseille, France; Faculté des sciences médicales et paramédicales, Aix-Marseille université, 27 boulevard Jean-Moulin, 13385 Marseille, France; Institut de neurosciences de la Timone, UMR 7289, CNRS, Aix-Marseille université, 27 boulevard Jean-Moulin, 13385 Marseille, France
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Filiatrault-Veilleux P, Desmarais C, Bouchard C, Esau B, Sylvestre A. Inferential Comprehension Abilities in French-Speaking Preschoolers Exposed to Neglect in the Early Longitudinal Language and Neglect Study. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2024; 67:1819-1831. [PMID: 38648562 DOI: 10.1044/2024_jslhr-23-00484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/25/2024]
Abstract
PURPOSE Using a longitudinal design, this study aimed to describe inferential comprehension abilities of neglected French-speaking preschool children from 42 to 66 months of age in comparison to non-neglected peers, to examine the association with receptive vocabulary, and to determine whether rates of change in inferential abilities over time was stable between the two group conditions. METHOD An inferential comprehension task and the French version of the Peabody Picture Vocabulary Test-Fourth Edition were administered to a group of neglected children (n = 37-40) and to a group of same-age non-neglected children (n = 71-91) at 42, 54, and 66 months old, as part of the Early Longitudinal Language and Neglect study. RESULTS Results show that children exposed to neglect obtain significantly lower scores compared to their same-age peers on inferential comprehension and receptive vocabulary measures at all three time points (p < .001) with large to very large effect sizes and indicate moderate to strong correlations between the two variables. Children from the neglected group present difficulties in inferencing compared to same-age non-neglected peers, a disadvantage that remains stable over time. CONCLUSIONS This study demonstrates the significant gap in inferential comprehension abilities between neglected and non-neglected preschool children. These results reiterate the importance of early detection of language comprehension difficulties in young children coming from vulnerable environments.
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Affiliation(s)
- Pamela Filiatrault-Veilleux
- Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada
- Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada
| | - Chantal Desmarais
- Faculty of Medicine, Université Laval, Québec City, Québec, Canada
- Center for Interdisciplinary Research in Rehabilitation and Social Integration, Québec City, Québec, Canada
| | - Caroline Bouchard
- Faculty of Educational Sciences, Université Laval, Québec City, Québec, Canada
| | - Breanne Esau
- Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada
| | - Audette Sylvestre
- Faculty of Medicine, Université Laval, Québec City, Québec, Canada
- Center for Interdisciplinary Research in Rehabilitation and Social Integration, Québec City, Québec, Canada
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Eiberg M. Cognitive Functioning of Children in Out-of-Home Care. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2024; 17:217-230. [PMID: 38938961 PMCID: PMC11199474 DOI: 10.1007/s40653-023-00580-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/30/2023] [Indexed: 06/29/2024]
Abstract
PURPOSE Most children who enter out-of-home care (OHC) have been subjected to prolonged maltreatment. Maltreatment potentially contributes to a cumulative deficit in neurocognitive maturation and development that is likely to proceed with the child's placement into OHC and persist throughout adulthood. From the theoretical perspective of how maltreatment may affect the developing brain, this study examines the IQ and executive function of children placed in OHC on standardized, norm-referenced measures. Furthermore, the study investigates the prevalence of serious cognitive delays, defined by scores in the clinical range on the administered instruments. METHODS The study included 153 children in foster care (66% female), aged 6-15 (M = 10.5, SD = 2.1). Independent two-sample t-tests were run to test for significant differences between the sample and the norm population on the applied neuropsychological measures. RESULTS The results showed that discrepancies in cognitive development were global in scope, with the children lagging significantly behind the norm population on all applied measures with discrepancies ranging from 0.61 to 2.10 SD (p < .001). Also, serious developmental delays in all cognitive domains were vastly overrepresented in the sample ranging from 11.3% (IQ) to 66.0% (executive function). CONCLUSIONS The results document a very high prevalence of cognitive deficits and delays among the children in the sample. The implications of identifying the neurocognitive effects of maltreatment in the practices of the child welfare system are discussed in terms of developing suitable assessment and intervention strategies.
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Affiliation(s)
- Misja Eiberg
- VIVE - The Danish Center for Social Science Research, Herluf Trolles gade 11, 1052 , Copenhagen, Denmark
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Blair C, Leonard R, Linden M, Teggart T, Mooney S. Allied health professional support for children and young adults living in and leaving care: A systematic scoping review. Child Care Health Dev 2024; 50:e13140. [PMID: 37300280 DOI: 10.1111/cch.13140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 04/06/2023] [Accepted: 05/23/2023] [Indexed: 06/12/2023]
Abstract
BACKGROUND Children and young people living in and leaving care are known to have experienced significant childhood adversity and trauma resulting in potentially deleterious impact on their health and well-being across the life course. Studies point to the complex needs of this population who may benefit from allied health professional (AHP)-related support with limited studies located. This review sought to address this gap by systematically scoping empirical literature focused on the provision of AHP support to this cohort of children and young adults to assist an understanding of the service needs for this vulnerable population. METHODS This scoping review followed Arskey and O'Malley's five steps framework (2005) to identify and review relevant literature. A focus on identifying the evidence, challenges and gaps in research relating to AHP support for children and young people living in and leaving care was initially agreed, followed by a systematic search using a combination of three key concepts to identify relevant studies in five AHP disciplinary areas to identify best evidence in the past decade (2011-2021). Study inclusion criteria were based on empirical studies of children and young people living in care (0-17 years) and leaving care (18-25 years). A data extraction table was formulated as a means of charting the data, aligned with the scope and objectives of this review. Finally, data were subsequently collated, synthesised and reported based on key thematic areas emerging from included studies regarding AHP support to children and young people living in and leaving care. RESULTS A total of 13 studies met the review inclusion criteria. Included studies reported specifically on speech and language therapist (SLT; n = 5), occupational therapist (OT; n = 3) and arts-based therapies (n = 5). No studies were identified with regard to the use of physiotherapy and dietetics with this population. Results indicated that children and young people living in and leaving care have high rates of speech, language, communication and sensory needs. More rigorous screening, assessment and early intervention were identified as essential for this vulnerable group. Increased multidisciplinary collaboration and OT support for young adults in preparation for transition to independent living was identified as an urgent requirement. Included studies indicate promising results in relation to access to arts-based therapies with particular reference to identity formation for children and young people living in and leaving care. CONCLUSIONS Although evidence of effectiveness remains limited, AHP service provision (specifically speech and language therapy, occupational therapy and arts-based therapies) has the potential to contribute positively to addressing the complex and interacting needs of this vulnerable population. As a result, it is recommended that AHP service provision is integrated into the collaborative, multidisciplinary care available to children living in and leaving care. More extensive, higher quality research related to the benefits of AHP provision for this population of children and young people is essential to provide a more robust evidence base across the various professional disciplines that constitute allied health provision.
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Affiliation(s)
- Carolyn Blair
- School of Nursing and Midwifery, Queen's University Belfast, Belfast, UK
| | - Rachel Leonard
- School of Nursing and Midwifery, Queen's University Belfast, Belfast, UK
| | - Mark Linden
- School of Nursing and Midwifery, Queen's University Belfast, Belfast, UK
| | | | - Suzanne Mooney
- School of Social Sciences, Education and Social Work, Queen's University Belfast, Belfast, UK
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Sylvestre A, Di Sante M, Julien C, Bouchard C, Mérette C. Developmental trajectories of speech and language in neglected children aged 3 to 5 years: Results of the ELLAN study. CHILD ABUSE & NEGLECT 2023; 146:106448. [PMID: 37722293 DOI: 10.1016/j.chiabu.2023.106448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 06/30/2023] [Accepted: 09/01/2023] [Indexed: 09/20/2023]
Abstract
BACKGROUND Neglected children are at high risk for significant difficulties in speech and language development. Because no longitudinal study has been conducted to date, the dynamic description of development during the preschool period is unknown. OBJECTIVES Establish the developmental trajectories of speech sounds, receptive and expressive vocabulary, and morphosyntax among neglected children during the preschool years and compare them with those of non-neglected children. PARTICIPANTS AND SETTING Participants are 69 neglected children and 99 same age non-neglected peers (37 and 46 males respectively) recruited at 36 months of age. Data were collected at home. METHODS Data were collected at six-month intervals between the ages of 3 and 5.5 years using psychometrically robust tools. Neglected and control groups were compared according to age using repeated measures ANOVAs on all variables. A discrete mixture model for clustering longitudinal data was used for testing the heterogeneity of the language trajectories among neglected children. RESULTS The language development of the neglected children as a whole group is lower than that of the control group for all variables. Two subgroups are identified within the neglected group: one with a developmental trajectory similar to that of the non-neglected children, and another whose trajectory is far below that of the control group. The effect sizes of these differences vary between 1.4 and 3 standard deviations under the mean. CONCLUSIONS A large proportion of neglected children present significant speech and language difficulties from the age of 3, but some of them catch up and develop similarly to non-neglected children.
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Affiliation(s)
- Audette Sylvestre
- Faculté de Médecine, Université Laval, Québec, Québec, Canada; Centre interdisciplinaire de recherche en réadaptation et intégration sociale (CIRRIS), Québec, Québec, Canada.
| | - Mélissa Di Sante
- Centre de recherche en santé publique (CReSP), Université de Montréal, Montréal, Québec, Canada
| | - Catherine Julien
- Centre universitaire de recherche sur les jeunes et les familles (CRUJeF), Québec, Québec, Canada
| | - Caroline Bouchard
- Faculté des sciences de l'éducation, Université Laval, Québec, Québec, Canada
| | - Chantal Mérette
- Faculté de Médecine, Université Laval, Québec, Québec, Canada; Centre de recherche CERVO, Québec, Québec, Canada
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Selin C, Jackson Y. Adversity effects on nonword repetition skills: A proxy measure of language and reading ability. CHILD ABUSE & NEGLECT 2023; 142:105919. [PMID: 36243575 PMCID: PMC10090222 DOI: 10.1016/j.chiabu.2022.105919] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Revised: 09/30/2022] [Accepted: 10/01/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Children exposed to adversity are at increased risk for underachievement in reading; however, how early that risk appears and the mechanisms underlying that risk are unclear. OBJECTIVE Identify whether individual variation in nonword repetition-a clinical indicator of language and reading ability-can be captured in early childhood (three- to five-years-old) and how various features of adversity exposure (e.g., dosage, severity) are associated with performance. PARTICIPANTS AND SETTING Community-based sample of children between the ages of three- and five-years-old who were exposed to significant adversity (n = 92) and living in a major Midwestern metropolitan area. METHODS Participants completed a nonword repetition task, and their parent completed a comprehensive adversity questionnaire to report on the child's cumulative lifetime adversity exposure. RESULTS Over a third of the participants (34.78 %) did not meet age expectations on the nonword repetition task; however, nonword repetition performance did not significantly associate with the features of the adverse experience (i.e., dosage, severity, frequency, chronicity). CONCLUSIONS Risk for underachievement in reading appears early in the preschool years for children exposed to adversity; however, the underlying mechanisms remain unclear since the features of the children's adverse experiences did not associate with their performance. Implications for prevention and early identification within the learning context are discussed.
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Affiliation(s)
- Claire Selin
- Department of Human Development & Family Studies, Pennsylvania State University, 201B Henderson, University Park, PA 16802, USA.
| | - Yo Jackson
- Department of Psychology, Pennsylvania State University, 219 Moore, University Park, PA 16802, USA
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Kovács-Tóth B, Oláh B, Kuritárné Szabó I, Fekete Z. Psychometric properties of the Adverse Childhood Experiences Questionnaire 10 item version (ACE-10) among Hungarian adolescents. Front Psychol 2023; 14:1161620. [PMID: 37275710 PMCID: PMC10235773 DOI: 10.3389/fpsyg.2023.1161620] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 04/27/2023] [Indexed: 06/07/2023] Open
Abstract
Introduction Although a number of studies have been conducted since the 1995 initiation of the ACE study to map the effects of adverse childhood experiences, few studies have examined the psychometric properties of the individual versions of the ACE questionnaire. Aims The Adverse Childhood Experiences Questionnaire 10 item version (ACE-10) has only been tested in a single study in an adult population, while its applicability in a particularly vulnerable population, the adolescents, has not been investigated yet. Our present study aims to address this gap in an adolescent sample of 792 subjects from a non-representative general population. Methods Besides demographic data, the Adverse Childhood Experiences Questionnaire 10 item version (ACE-10), the Strengths and Difficulties Questionnaire (SDQ), and the HBSC Symptom Checklist (HBSC-SCL) were employed. Results Our results showed acceptable internal consistency (ɵ = 0.86, α = 0.64) and adequate internal validity (r = 0.28-0.70, p < 0.001). In addition, proper concurrent criterion validity of the questionnaire was found when tested along the SDQ and HBSC-SCL items. Conclusion Our results demonstrate that the ACE-10 is suitable for assessing intrafamilial adverse childhood experiences in adolescents.
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Affiliation(s)
- Beáta Kovács-Tóth
- Department of Behavioural Sciences, Faculty of Medicine, University of Debrecen, Debrecen, Hungary
| | - Barnabás Oláh
- Department of Behavioural Sciences, Faculty of Medicine, University of Debrecen, Debrecen, Hungary
- Doctoral School of Health Sciences, University of Debrecen, Debrecen, Hungary
| | - Ildikó Kuritárné Szabó
- Department of Behavioural Sciences, Faculty of Medicine, University of Debrecen, Debrecen, Hungary
- Doctoral School of Health Sciences, University of Debrecen, Debrecen, Hungary
| | - Zita Fekete
- Department of Behavioural Sciences, Faculty of Medicine, University of Debrecen, Debrecen, Hungary
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Lorio CM, Carta JJ, Stephens N. Exploring Language Development Support for Foster Children: A Scoping Review of Interventions for Foster Care Families. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:358-376. [PMID: 36538503 DOI: 10.1044/2022_ajslp-22-00082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PURPOSE Children in foster care are at an increased risk for language delays and disorders, and foster parents can play a significant role in preventing delays in early language development. This scoping review explored empirical studies that included foster parent training programs for families with foster children under the age of 5 years. METHOD Using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews), multiple databases were searched, and resulting article titles and abstracts were screened for inclusion in the review. Each study that met inclusion criteria was then coded for the training methods used to teach foster parents intervention strategies and the targeted outcomes of the intervention. RESULTS A total of 24 studies were identified. Of the 24 studies reviewed, all included interventions focused on increasing parent-child relationships and decreasing child challenging behaviors, but few included opportunities for foster parents to practice using intervention strategies with their foster child. None of the studies focused specifically on strategies for promoting children's language development. When outcomes across the studies were reviewed, only two focused on children's language. CONCLUSIONS The results of this review point to the need for more research on language interventions that can be implemented by foster parents. The discussion focuses on the important role speech-language pathologists can play in the prevention of early language delays or disorders in young foster children. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.21714311.
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Affiliation(s)
- Ciera M Lorio
- Department of Communication Sciences and Disorders, Illinois State University, Normal
| | - Judith J Carta
- Institute for Life Span Studies, Juniper Gardens Children's Project, The University of Kansas, Kansas City
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Alvarado C, Selin C, Herman EA, Ellner S, Jackson Y. Methodological inconsistencies confound understanding of language measurement in the child maltreatment population: A systematic review. CHILD ABUSE & NEGLECT 2022:105928. [PMID: 36244823 PMCID: PMC10097840 DOI: 10.1016/j.chiabu.2022.105928] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Accepted: 10/07/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND While researchers have found a link between childhood maltreatment and language difficulties, the underlying mechanisms remain unclear and replication across the literature is inconsistent. OBJECTIVE To conduct a systematic review examining the methodological inconsistencies related to studies' samples construction, maltreatment measurement, and language outcomes using a language acquisition theory-based approach. METHODS Using the PRISMA framework, a literature search was conducted across five databases to identify studies that have investigated the effects of maltreatment on the language dimensions of vocabulary and grammar. Data were extracted for participant and maltreatment characteristics. RESULTS Fifty articles were reviewed. The results revealed: 1) maltreated children performed consistently below peers on grammar but not vocabulary assessments, 2) disproportionate use of vocabulary assessments, 3) considerable variability on participant characteristics and limited multidimensional measurement of maltreatment exposure, and 4) only nine studies analyzed the relationship between a maltreatment dimension (e.g., type, severity) and language. CONCLUSIONS Based on the results of this review, we propose three calls to action: 1) more language acquisition research in the child maltreatment field, 2) specificity when constructing samples with maltreated children, and 3) comprehensive and multidimensional maltreatment measurement. Implications for education were examined.
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Affiliation(s)
- Charles Alvarado
- Department of Educational Psychology, Counseling, & Special Education, 125 Cedar, The Pennsylvania State University, University Park, PA, USA.
| | - Claire Selin
- Department of Human Development & Family Studies, 201B Henderson, The Pennsylvania State University, University Park, PA, USA
| | - Emilee A Herman
- Department of Educational Psychology, Counseling, & Special Education, 125 Cedar, The Pennsylvania State University, University Park, PA, USA
| | - Samantha Ellner
- Department of Educational Psychology, Counseling, & Special Education, 125 Cedar, The Pennsylvania State University, University Park, PA, USA
| | - Yo Jackson
- Department of Psychology, 219 Moore, The Pennsylvania State University, University Park, PA, USA
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Selin C, Rice ML, Jackson Y. Adversity Exposure, Syntax, and Specific Language Impairment: An Exploratory Study. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:3471-3490. [PMID: 35973108 PMCID: PMC9913135 DOI: 10.1044/2022_jslhr-21-00578] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2021] [Revised: 04/06/2022] [Accepted: 05/20/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE Children exposed to adversity (e.g., chronic poverty, traumatic events, and maltreatment) are at increased risk for performing below age expectations on norm-referenced language assessments, but it is unknown whether the risk is higher for specific language impairment (SLI). This exploratory study investigated whether adversity exposure is associated with reduced grammar knowledge and SLI. METHOD The syntax subtest of the Diagnostic Evaluation of Language Variation-Norm-Referenced (DELV-NR) assessment was administered to 30 school-age children with known histories of adversity exposure. Their primary caregiver also completed a comprehensive adversity exposure measure, which captured adverse event type, frequency, chronicity, and severity. Analyses included t tests, correlations, Mann-Whitney U tests, and chi-square. RESULTS Overall, the sample performed below age expectations on the DELV-NR Syntax subtest, and a higher percentage of participants (20%) met diagnostic criteria for SLI than expected. The SLI and typical language (TL) groups did not significantly differ in adversity dosage, frequency, chronicity, or severity; however, participants in the SLI group were 1.46 times more likely to have experienced physical trauma than the participants in the TL group. CONCLUSIONS Children with known histories of adversity exposure presented with grammatical deficits and SLI more often than expected based on the DELV-NR normative sample; however, features of the adverse event did not associate with SLI status except for exposure to physical trauma (e.g., physical abuse and victimization). Future research is needed to investigate the prevalence and potential causal pathways of SLI in this population. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.20483706.
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Affiliation(s)
- Claire Selin
- Department of Human Development and Family Studies, The Pennsylvania State University, University Park
| | - Mabel L. Rice
- Child Language Doctoral Program, The University of Kansas, Lawrence
| | - Yo Jackson
- Department of Psychology, The Pennsylvania State University, University Park
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12
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Gayaldo S, Gladfelter A. Prevalence Versus Evidence: A Closer Look at the Research Available for Serving Children Exposed to Maltreatment and a Response to Hyter's Call for Trauma-Informed Care. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:2283-2288. [PMID: 36001817 DOI: 10.1044/2022_ajslp-21-00380] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE In an October 2021 post of The ASHA LeaderLive, Dr. Yvette Hyter emphasized the need for trauma-informed services for children exposed to maltreatment in the wake of the COVID-19 pandemic. Inspired by her call, we discuss how the pandemic created a high-risk context for maltreatment, the speech-language pathologists' (SLPs') role in prevention and intervention, reflect on the gap in evidence for maltreatment within empirical journals aimed at the speech-language pathology audience, and reiterate Hyter's call for trauma-informed care as a guide for clinicians serving children exposed to maltreatment. METHOD We searched for empirical evidence within journals aimed at SLPs focused on maltreatment to get an estimate of the available research. For comparison, we consulted the same journals for the number of publications covering other risk factors or conditions with similar impacts on communication skills but with lower prevalence rates. RESULTS Compared to other risk factors or conditions with lower prevalence rates, the disparity between the evidence aimed at SLPs and the prevalence of childhood maltreatment was difficult to ignore. CONCLUSION Given the current circumstances, we encourage clinicians to seek information about the communicative effects of exposure to maltreatment beyond journals aimed specifically at speech-language pathologists, stress the need for trauma-informed care instruction during graduate schooling, increase awareness of our role in preventative care, and call for more research on intervention services tailored specifically for children exposed to maltreatment.
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Affiliation(s)
- Savanah Gayaldo
- School of Allied Health and Communicative Disorders, Northern Illinois University, DeKalb
| | - Allison Gladfelter
- School of Allied Health and Communicative Disorders, Northern Illinois University, DeKalb
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13
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Roberson MM, Lund E. School-Based Speech-Language Pathologists' Attitudes and Knowledge About Trauma-Informed Care. Lang Speech Hear Serv Sch 2022; 53:1117-1128. [PMID: 36054845 DOI: 10.1044/2022_lshss-21-00172] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE The purpose of this study was to evaluate the attitudes and knowledge of school-based speech-language pathologists toward trauma-informed care. METHOD School-based speech-language pathologists (N = 116) completed the Attitudes Related to Trauma-Informed Care Scale Version 45 Education (ARTIC-45) survey via an online survey platform and provided information about their work experience, history with trauma training, and demographic variables. RESULTS Although speech-language pathologists had responses that, on average, aligned with trauma-informed perspectives, those perspectives varied and were not at ceiling. Characteristics such as age, years of experience, and foster care experience did not significantly influence the results, but self-rating of trauma-informed care knowledge did correlate with the ARTIC-45 survey. Participants who had engaged in trauma-informed care trainings had more trauma-informed perspectives and knowledge than participants who had not. CONCLUSIONS The results of this study provide preliminary evidence that trauma-informed care trainings may benefit those speech-language pathologists working with children who have experienced trauma. This study also provides preliminary evidence supporting the validity of the ARTIC-45 for use with speech-language pathologists.
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Affiliation(s)
- Mikayla M Roberson
- Davies School of Communication Sciences and Disorders, Texas Christian University, Fort Worth
| | - Emily Lund
- Davies School of Communication Sciences and Disorders, Texas Christian University, Fort Worth
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Bai BY, Wang ZF, Zhang RP. Childhood neglect and academic performance in Chinese adolescents: A serial mediation model. CHILD ABUSE & NEGLECT 2022; 129:105642. [PMID: 35509141 DOI: 10.1016/j.chiabu.2022.105642] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Revised: 04/05/2022] [Accepted: 04/18/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Chinese parents and students, especially senior high school students, attach great importance to academic performance. Some studies have confirmed that childhood neglect is related to academic performance. However, the internal mechanism is relatively underexplored. OBJECTIVE Guided by life course theory and bioecological theory, this study examined the relationship between childhood neglect and academic performance using a serial mediation model that included belief in a just world (PBJW) and academic resilience as hypothesized mediators. METHODS A sample of 614 tenth grade students (297 males and 307 females, and 10 who did not report their sex; Mage = 15.75 years old, SD = 0.71 years old) completed questionnaires regarding demographics, childhood neglect, PBJW, academic resilience, and academic performance. RESULTS After demographic covariates were controlled for, the results revealed that: (a) childhood neglect was negatively associated with academic performance; (b) PBJW and academic resilience mediated the link between childhood neglect and academic performance in a parallel fashion; and (c) PBJW and academic resilience also mediated the link between childhood neglect and academic performance in a sequential fashion. CONCLUSIONS Childhood neglect is negatively related to adolescent academic performance, and the relation is mediated by PBJW and academic resilience both parallelly and sequentially.
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Affiliation(s)
- Bao-Yu Bai
- Department of Psychology, School of Philosophy, Wuhan University, China
| | - Zheng-Fu Wang
- Department of Psychology, School of Philosophy, Wuhan University, China
| | - Rui-Ping Zhang
- Department of Psychology, School of Education, Zhengzhou University, China.
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15
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Talmon A, Uysal A, Gross JJ. Childhood Maltreatment and Mid-Life Adult Sexuality: A 10-Year Longitudinal Study. ARCHIVES OF SEXUAL BEHAVIOR 2022; 51:781-795. [PMID: 34599467 DOI: 10.1007/s10508-021-02030-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/08/2020] [Revised: 04/22/2021] [Accepted: 04/27/2021] [Indexed: 06/13/2023]
Abstract
One important long-term outcome of childhood maltreatment is thought to be impairments in intimate relationships. However, the specific nature of these impairments is not well understood. To address this gap, we examined the long-term relation of sexual, emotional, and physical abuse/neglect to four key aspects of sexuality in women and men: importance of sex, intimacy in sex, pain during sex, and pleasure during sex. As part of the U.S. longitudinal National Survey of Midlife Development, 807 participants in their mid-life (410 women, 397 men) completed measures of recollected childhood maltreatment and current aspects of adult sexuality. These measures were obtained at baseline (at which time the mean age was 53.28 years (SD = 10.97) and again 10 years later. For women at baseline, emotional abuse was positively associated with pleasure, emotional neglect was negatively associated with intimacy and with pleasure, physical abuse was positively associated with pain, and physical neglect was associated with importance of sex. For men, no significant associations were found. Prospectively, for women, sexual abuse predicted increases in pleasure during sex, and physical abuse significantly predicted increases in pain during sex. For men, physical neglect significantly predicted increases in pain. We discuss these sex differences and the role these results may play in the detrimental long-term effects of childhood maltreatment.
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Affiliation(s)
- Anat Talmon
- Department of Psychology, Stanford University, Stanford, CA, 94305-2004, USA.
| | - Ahmet Uysal
- Department of Psychology, Stanford University, Stanford, CA, 94305-2004, USA
| | - James J Gross
- Department of Psychology, Stanford University, Stanford, CA, 94305-2004, USA
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16
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Pace CS, Muzi S, Madera F, Sansò A, Zavattini GC. Can the family drawing be a useful tool for assessing attachment representations in children? A systematic review and meta-analysis. Attach Hum Dev 2021; 24:477-502. [PMID: 34726582 DOI: 10.1080/14616734.2021.1991664] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
A systematic review and meta-analysis were conducted to evaluate the quality and validity of Family Drawings (FD) with an Attachment-Based Coding System in assessing attachment representations among pre-school and school-age children. A literature search in notable databases identified 645 records, of which 20 were eligible after screening and quality assessment. Results showed: 1) ABCD attachment distribution in community children was: 48% secure, 20% avoidant, 21% ambivalent, 11% disorganized. Security prevailed both in classifications and Fury et al.' scales. 2) No significant differences according to the cultural background; 3) At-risk/clinical children showed higher insecurity than community ones using scales; 4) Girls were more secure than boys. In conclusion, FD may be a culture-fair method to assess attachment representations in children. Global scales seem more reliable than ABCD classifications for discriminating at-risk and clinical children, but further studies on these groups are needed.
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Affiliation(s)
| | - Stefania Muzi
- Department of Educational Science, University of Genoa, Genoa, Italy
| | - Francesco Madera
- Department of Educational Science, University of Genoa, Genoa, Italy
| | - Alessandra Sansò
- Department of Educational Science, University of Genoa, Genoa, Italy
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17
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Clegg J, Crawford E, Spencer S, Matthews D. Developmental Language Disorder (DLD) in Young People Leaving Care in England: A Study Profiling the Language, Literacy and Communication Abilities of Young People Transitioning from Care to Independence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:4107. [PMID: 33924657 PMCID: PMC8069434 DOI: 10.3390/ijerph18084107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/30/2021] [Revised: 04/06/2021] [Accepted: 04/06/2021] [Indexed: 11/16/2022]
Abstract
Research indicates children and young people in care have a high prevalence of Developmental Language Disorder (DLD) as part of a complex set of vulnerabilities. This study describes the profile of language, literacy and communication abilities of a cohort of care leavers. The language, literacy and communication abilities of 44 young people leaving care between the ages of 16 and 26 years were assessed using standardized measures. Demographic data about the young people was collected along with a survey to key staff to capture their perceptions and experiences of the language and communication abilities of these young people. Ninety percent of the care leavers' language abilities were below average and over 60% met criteria for DLD in combination with literacy difficulties, developmental disorders and social, emotional and mental health difficulties (SEMH). The implications of unidentified DLD on the lives of young people leaving care is discussed. Earlier identification of DLD is advocated to enable services to intervene to facilitate more positive outcomes and life chances for this very vulnerable population.
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Affiliation(s)
- Judy Clegg
- Division of Human Communication Sciences, Health Sciences School, University of Sheffield, Sheffield S10 2TS, UK;
| | - Ellen Crawford
- Department of Psychology, University of Sheffield, Sheffield S1 2LT, UK; (E.C.); (D.M.)
| | - Sarah Spencer
- Division of Human Communication Sciences, Health Sciences School, University of Sheffield, Sheffield S10 2TS, UK;
| | - Danielle Matthews
- Department of Psychology, University of Sheffield, Sheffield S1 2LT, UK; (E.C.); (D.M.)
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18
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Humphreys KL, Machlin LS, Guyon-Harris KL, Nelson CA, Fox NA, Zeanah CH. Psychosocial deprivation and receptive language ability: a two-sample study. J Neurodev Disord 2020; 12:36. [PMID: 33327936 PMCID: PMC7745465 DOI: 10.1186/s11689-020-09341-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Accepted: 11/13/2020] [Indexed: 11/24/2022] Open
Abstract
Background The quality of early caregiving experiences is a known contributor to the quality of the language experiences young children receive. What is unknown is whether, and if so, how psychosocial deprivation early in life is associated with long-lasting receptive language outcomes. Methods Two prospective longitudinal studies examining early psychosocial deprivation/neglect in different contexts (i.e., deprivation due to institutional care or deprivation experienced by children residing within US families) and receptive language as assessed via the Peabody Picture Vocabulary Test (PPVT) were used to assess the magnitude of these associations. First, 129 participants from the Bucharest Early Intervention Project, a randomized controlled trial of foster care as an alternative to institutional care in Romania, completed a receptive language assessment at age 18 years. Second, from the USA, 3342 participants from the Fragile Families and Child Wellbeing Study were assessed from infancy until middle childhood. Results Children exposed to early institutional care, on average, had lower receptive language scores than their never institutionalized counterparts in late adolescence. While randomization to an early foster care intervention had no long-lasting association with PPVT scores, the duration of childhood exposure to institutional care was negatively associated with receptive language. Psychosocial deprivation in US families was also negatively associated with receptive language longitudinally, and this association remained statistically significant even after accounting for measures of socioeconomic status. Conclusion Experiences of psychosocial deprivation may have long-lasting consequences for receptive language ability, extending to age 18 years. Psychosocial deprivation is an important prospective predictor of poorer receptive language. Trial registration Bucharest Early Intervention Project ClinicalTrials.gov Identifier: NCT00747396
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Affiliation(s)
- Kathryn L Humphreys
- Vanderbilt University, Nashville, TN, 37203, USA. .,Tulane University School of Medicine, New Orleans, USA.
| | | | | | - Charles A Nelson
- Boston Children's Hospital/Harvard Medical School, Boston, USA.,Harvard Graduate School of Education, Cambridge, USA
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Fondren K, Speidel R, McDonnell CG, Valentino K. Elaborative Reminiscing and Child Receptive Language in the Context of Maltreatment: The Moderating Role of Maternal Sensitivity. CHILD MALTREATMENT 2020; 25:478-487. [PMID: 31950851 DOI: 10.1177/1077559519898753] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
This study investigated whether the effect of maternal elaborative reminiscing on child language is moderated by maternal sensitivity and whether this association depends on children's experience of maltreatment. A total of 236 mothers and their 3- to 7-year-old children (mean age = 5 years) were observed interacting with experimenter-provided toys in the lab and at home, and maternal sensitivity was coded from these interactions. Of that, 155 of the children had a history of maltreatment with the mother being named a perpetrator, and the remaining dyads were demographically matched with no history of maltreatment. Dyads were also asked to discuss four past emotional events, and these conversations were coded for maternal elaborative reminiscing. Children and mothers participated in an assessment of receptive language. Findings revealed an unqualified positive main effect of elaborative reminiscing on children's receptive language in the nonmaltreating families. However, for maltreated children, elaborative reminiscing was only associated with higher child receptive language when mothers were also more sensitive. These findings indicate that, in the context of maltreatment, both elaborative reminiscing and more general aspects of the quality of the parent-child relationship are important for facilitating child receptive language.
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Affiliation(s)
- Kaitlin Fondren
- Department of Psychology, 6111University of Notre Dame, IN, USA
| | - Ruth Speidel
- Department of Psychology, 6111University of Notre Dame, IN, USA
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20
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Carr A, Duff H, Craddock F. A Systematic Review of Reviews of the Outcome of Noninstitutional Child Maltreatment. TRAUMA, VIOLENCE & ABUSE 2020; 21:828-843. [PMID: 30249161 DOI: 10.1177/1524838018801334] [Citation(s) in RCA: 66] [Impact Index Per Article: 16.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
The aim of the systematic review described in this article was to synthesize available high-quality evidence on the outcomes of noninstitutional child maltreatment across the life span. A systematic review of previous systematic reviews and meta-analyses was conducted. Ten databases were searched. One hundred eleven papers which met stringent inclusion and exclusion criteria were selected for review. Papers were included if they reported systematic reviews and meta-analyses of longitudinal or cross-sectional controlled studies, or single-group cohort primary studies of the outcomes of child maltreatment in the domains of physical and mental health and psychosocial adjustment of individuals who were children lived mainly with their families. Using AMSTAR criteria, selected systematic reviews and meta-analyses were found to be of moderate or high quality. Searches, study selection, data extraction, and study quality assessments were independently conducted by two researchers, with a high degree of interrater reliability. The 111 systematic reviews and meta-analyses reviewed in this article covered 2,534 independent primary studies involving 30,375,962 participants, of whom more than 518,022 had been maltreated. The magnitude and quality of this evidence base allow considerable confidence to be placed in obtained results. Significant associations were found between a history of child maltreatment and adjustment in the domains of physical health, mental health, and psychosocial adjustment in a very wide range of areas. The many adverse outcomes associated with child maltreatment documented in this review highlight the importance of implementing evidence-based child protection policies and practices to prevent maltreatment and treat child abuse survivors.
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Affiliation(s)
- Alan Carr
- University College Dublin, Dublin, Ireland
- Clanwilliam Institute, Dublin, Ireland
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21
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McDonnell CG, Fondren K, Speidel R, Valentino K. Emotion Socialization and Developmental Risk: Interactive Effects of Receptive Language and Maltreatment on Reminiscing. JOURNAL OF CHILD AND FAMILY STUDIES 2020; 29:1236-1248. [PMID: 33311969 PMCID: PMC7728159 DOI: 10.1007/s10826-019-01592-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
OBJECTIVES Emotional reminiscing, or mother-child discussion of past emotional experiences, is a critical aspect of emotion socialization that predicts a range of child outcomes and is central to parent-child interventions. Thus, understanding individual differences in emotional reminiscing will advance our ability to identify families at-risk for poor emotion dialogues and to adapt interventions for diverse populations, such as families affected by maltreatment and mothers and children with low language abilities. The present study examined associations among maternal and child receptive language with emotional reminiscing and the moderating role of maltreatment. METHODS Two hundred and twenty three underserved, racially diverse mothers (144 maltreating) and their preschool aged children completed measures of receptive language (PPVT-4). Emotional reminiscing was comprehensively measured using maternal report and observations of emotion dialogues, including ratings of elaborations, maternal sensitive guidance, and child cooperative exploration. RESULTS Child language was positively associated with all observed aspects of child reminiscing, and the association between child language and maternal reminiscing was moderated by maltreatment. For non-maltreating families, child language was positively associated with maternal factual elaborations and sensitive guidance. For the maltreating families, these associations were not significant, demonstrating that maltreatment disrupted the association between child language and reminiscing. Maternal language was significantly associated with maternal report of emotion dismissing behaviors, regardless of maltreatment status. CONCLUSIONS Results highlight that language is an essential individual difference factor contributing to variance in emotion dialogues, and that maltreatment influences how child language relates to reminiscing. Future directions and clinical implications for families affected by developmental risk are considered.
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Affiliation(s)
| | | | - Ruth Speidel
- University of Notre Dame, Department of Psychology
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22
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Snow PC, Timms L, Lum JAG, Powell MB. Narrative language skills of maltreated children living in out-of-home care. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 22:117-128. [PMID: 31046468 DOI: 10.1080/17549507.2019.1598493] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2018] [Revised: 02/28/2019] [Accepted: 03/18/2019] [Indexed: 06/09/2023]
Abstract
Purpose: Children's narrative accounts of their experiences are central to the prosecution of perpetrators of alleged maltreatment. We describe the narrative language skills of children who were placed in out-of-home care (OOHC) following substantiated maltreatment. It was hypothesised that (i) children with such histories would display narrative language skills that fall significantly below published age-expected norms, (ii) narrative language skills and core language skills would be positively correlated and (iii) narrative language skills would be associated with measures of socio-economic disadvantage.Method: Eighty-three children (40 males and 43 females) aged 5;3 to 12;10 (M = 7.9, SD = 2.3) from English-speaking home backgrounds were assessed using the Test of Narrative Language and the Clinical Evaluation of Language Fundamentals (CELF-4) Core Language Score. The Raven's Coloured Progressive Matrices, a measure of nonverbal intelligence, was employed as a covariate.Result: Forty-two percent of children scored in the below-average range on the Narrative Language Index Ability Index. The same proportion scored at/above age-expected levels on the Narrative Comprehension subtest, and 19% scored at/above age-expected levels on Oral Narration. There was a significant correlation between CELF-4 Core Language Scores and the Narrative Language Index Ability Index. Female carers' education was significantly positively associated with overall narrative language scores; however, household income and index of socio-economic disadvantage were not significantly associated with narrative language scores.Conclusion: Children who are victims of substantiated maltreatment should be considered at-risk for compromised ability to provide a narrative account of their experiences. The heterogeneity and often scant oral narrative language skills of these children highlights the importance of police/human services training on best-practice forensic interviewing. Policy and practice implications for speech-language pathology early intervention to support the needs of at-risk children are also discussed.
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Affiliation(s)
- Pamela C Snow
- La Trobe Rural Health School, La Trobe University, Bendigo, Australia
| | - Lydia Timms
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia
| | - Jarrad A G Lum
- School of Psychology, Deakin University, Melbourne, Australia, and
| | - Martine B Powell
- Griffith Criminology Institute, Griffith University, Brisbane, Australia
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23
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Zhukova MA, Kornilov SA, Tseitlin SN, Eliseeva MB, Vershinina EA, Muhamedrahimov RJ, Grigorenko EL. Early lexical development of children raised in institutional care in Russia. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2019; 38:239-254. [DOI: 10.1111/bjdp.12314] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2019] [Revised: 10/24/2019] [Indexed: 11/27/2022]
Affiliation(s)
- Marina A. Zhukova
- Saint‐Petersburg State University Saint‐Petersburg Russian Federation
- University of Houston Houston Texas USA
| | - Sergey A. Kornilov
- Saint‐Petersburg State University Saint‐Petersburg Russian Federation
- University of Houston Houston Texas USA
| | | | | | - Elena A. Vershinina
- Pavlov Institute of Physiology Russian Academy of Sciences Saint‐Petersburg Russian Federation
| | | | - Elena L. Grigorenko
- Saint‐Petersburg State University Saint‐Petersburg Russian Federation
- University of Houston Houston Texas USA
- Baylor College of Medicine Houston Texas USA
- Yale University New Haven Connecticut USA
- Moscow State University for Psychology and Education Moscow Russian Federation
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24
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Zajac L, Raby KL, Dozier M. Receptive Vocabulary Development of Children Placed in Foster Care and Children Who Remained With Birth Parents After Involvement With Child Protective Services. CHILD MALTREATMENT 2019; 24:107-112. [PMID: 30360639 DOI: 10.1177/1077559518808224] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Children who experience maltreatment are more likely than nonmaltreated children to demonstrate deficits in early receptive language skills that negatively impact their later academic achievement, social competence, and behavioral adjustment. It remains unclear whether placement in foster care affects children's early receptive language skills. In the current study, we examined whether children with Child Protective Services (CPS) involvement who were in foster care ( n = 176) had more advanced receptive vocabulary than children with CPS involvement who resided with their birth parents ( n = 144). Results demonstrated that children in foster care had higher receptive vocabulary scores at ages 36 and 48 months than children who stayed with their birth parents. Group differences were not significant after controlling for caregiver education level, marital status, and household income. These findings suggest that placement in foster care may be associated with meaningful improvements in children's receptive vocabulary among children with experiences of CPS involvement, and birth parents might benefit from increased supports to promote parent-child interactions that facilitate language development.
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Affiliation(s)
| | - K Lee Raby
- 2 University of Utah, Salt Lake City, UT, USA
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25
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Chow JC. Prevalence of Publication Bias Tests in Speech, Language, and Hearing Research. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:3055-3063. [PMID: 30458500 DOI: 10.1044/2018_jslhr-l-18-0098] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2018] [Accepted: 06/11/2018] [Indexed: 06/09/2023]
Abstract
PURPOSE The purpose of this research note is to systematically document the extent that researchers who publish in American Speech-Language-Hearing Association (ASHA) journals search for and include unpublished literature in their meta-analyses and test for publication bias. METHOD This research note searched all ASHA peer-reviewed journals for published meta-analyses and reviewed all qualifying articles for characteristics related to the acknowledgment and assessment of publication bias. RESULTS Of meta-analyses published in ASHA journals, 75% discuss publication in some form; however, less than 50% test for publication bias. Further, only 38% (n = 11) interpreted the findings of these tests. CONCLUSION Findings reveal that more attention is needed to the presence and impact of publication bias. This research note concludes with 5 recommendations for addressing publication bias. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.7268648.
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Raby KL, Freedman E, Yarger HA, Lind T, Dozier M. Enhancing the language development of toddlers in foster care by promoting foster parents' sensitivity: Results from a randomized controlled trial. Dev Sci 2018; 22:e12753. [PMID: 30230658 DOI: 10.1111/desc.12753] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2017] [Accepted: 09/03/2018] [Indexed: 11/29/2022]
Abstract
Young children in foster care are at increased risk for problematic language development, making early intervention a critical tool in enhancing these children's foundational language abilities. This study examined the efficacy of an early preventative intervention, Attachment and Biobehavioral Catch-up for Toddlers (ABC-T), in improving the receptive vocabulary abilities of toddlers placed in foster care. All the children had been removed from their biological parents' care and placed into foster care. When children were between 24 and 36 months old, foster parents were contacted by research staff and consented to participate. Parents were randomly assigned using a random number generator to receive either ABC-T (n = 45), which aimed to promote sensitive parenting for children who have experienced early adversity, or a control intervention (n = 43). Foster children's receptive vocabulary skills were assessed post-intervention using the Peabody Picture Vocabulary Test, Third Edition, when children were between 36 and 60 months old. Children whose foster parents received ABC-T demonstrated more advanced receptive vocabulary abilities than children whose foster parents received the control intervention. The positive effect of ABC-T on foster children's receptive vocabulary was mediated by increases in foster parents' sensitivity during parent-child interactions. Trial registration: ClinicalTrials.gov NCT01261806.
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Affiliation(s)
- Kenneth Lee Raby
- Department of Psychology, University of Utah, Salt Lake City, Utah
| | - Emily Freedman
- Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware
| | - Heather A Yarger
- Department of Psychology, University of Maryland, College Park, Maryland
| | - Teresa Lind
- Department of Psychiatry, University of California, San Diego, San Diego, California.,Child and Adolescent Services Research Center, San Diego, California
| | - Mary Dozier
- Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware
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Benedan L, Powell MB, Zajac R, Lum JAG, Snow P. Suggestibility in neglected children: The influence of intelligence, language, and social skills. CHILD ABUSE & NEGLECT 2018; 79:51-60. [PMID: 29407856 DOI: 10.1016/j.chiabu.2018.01.005] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2017] [Accepted: 01/05/2018] [Indexed: 06/07/2023]
Abstract
We administered the GSS-2, a standardised measure of suggestibility, to 5- to 12-year-old children to ascertain whether neglected children's responses to leading questions distinguish them from those of their non-neglected counterparts. Neglected children (n = 75) were more likely than an age-matched sample of non-neglected children (n = 75) to yield to leading questions, despite no difference in their ability to recall the test stimuli. Subsequent collection of individual difference data from the neglected sample revealed that this effect could not be attributed to intelligence, language ability, problem behaviours, age at onset of neglect, or time spent in out-of-home care. With respect to social skill, however, suggestibility was positively correlated with communicative skill, and marginally positively correlated with assertion and engagement. While on the surface our social skills findings seem counter-intuitive, it is possible that maltreated children with relative strengths in these areas have learned to comply with adults in their environment as a way to protect themselves or even foster belonging. Our data, while preliminary, raise interesting questions about whether targeted interventions could help these children to more actively participate in decisions about their lives.
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Affiliation(s)
- Laura Benedan
- University of Milano-Bicocca, Milano, Italy; Deakin University, Geelong, Australia
| | - Martine B Powell
- Centre for Investigative Interviewing, Griffith Criminology Institute, Griffith University, Brisbane, Australia.
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Okan İbiloğlu A, Atlı A, Oto R, Özkan M. Çocukluk Çağı Cinsel İstismar ve Ensest Olgularına Çok Yönlü Bakış. PSIKIYATRIDE GUNCEL YAKLASIMLAR - CURRENT APPROACHES IN PSYCHIATRY 2018. [DOI: 10.18863/pgy.336520] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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29
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Lum JAG, Powell M, Snow PC. The influence of maltreatment history and out-of-home-care on children's language and social skills. CHILD ABUSE & NEGLECT 2018; 76:65-74. [PMID: 29073491 DOI: 10.1016/j.chiabu.2017.10.008] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2017] [Revised: 09/27/2017] [Accepted: 10/14/2017] [Indexed: 06/07/2023]
Abstract
This study examined the extent to which maltreatment history and the characteristics of out-of-home care correlated with the language and social skills of maltreated children. Participants in this study were 82 maltreated children aged between 5 and 12 years of age. All children were residing with state-designated carers in out-of-home-care. The children were presented with standardised tests assessing language and social skills. Results showed that the sample performed significantly below the normative mean on both tests. Correlation analyses showed social skills, but not language skills were correlated with aspects of maltreatment history. The education level of the state-designated carer/s was correlated with the children's language skills; higher education level was associated with higher language skills. The study provides evidence that at the group level, language and social skills are poor in maltreated children. However, gains in language skills might be made via the out-of-home-care environment. Improvements in the social skills of maltreated children may require additional support.
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Affiliation(s)
| | - Martine Powell
- Centre for Investigative Interviewing, Deakin University, Australia
| | - Pamela C Snow
- La Trobe Rural Health School, La Trobe University, Australia
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Holmes MR, Yoon S, Berg KA, Cage JL, Perzynski AT. Promoting the development of resilient academic functioning in maltreated children. CHILD ABUSE & NEGLECT 2018; 75:92-103. [PMID: 28784310 DOI: 10.1016/j.chiabu.2017.07.018] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/19/2017] [Revised: 07/06/2017] [Accepted: 07/24/2017] [Indexed: 06/07/2023]
Abstract
This study examined (a) the extent of heterogeneity in the patterns of developmental trajectories of language development and academic functioning in children who have experienced maltreatment, (b) how maltreatment type (i.e., neglect or physical abuse) and timing of abuse explained variation in developmental trajectories, and (c) the extent to which individual protective factors (i.e., preschool attendance, prosocial skills), relationship protective factors (i.e., parental warmth, absence of past-year depressive episode, cognitive/verbal responsiveness) and community protective factors (i.e., neighborhood safety) promoted the development of resilient language/academic functioning trajectories. Longitudinal data analyses were conducted using cohort sequential Growth Mixture Model (CS-GMM) with a United States national representative sample of children reported to Child Protective Services (n=1,776). Five distinct developmental trajectories from birth to age 10 were identified including two resilient groups. Children who were neglected during infancy/toddlerhood or physically abused during preschool age were more likely to be in the poorer language/academic functioning groups (decreasing/recovery/decreasing and high decreasing) than the resilient high stable group. Child prosocial skills, caregiver warmth, and caregiver cognitive stimulation significantly predicted membership in the two resilient academic functioning groups (low increasing and high stable), after controlling for demographics and child physical abuse and neglect. Results suggest that it is possible for a maltreated child to successfully achieve competent academic functioning, despite the early adversity, and identifies three possible avenues of intervention points. This study also makes a significant contribution to the field of child development research through the novel use of CS-GMM, which has implications for future longitudinal data collection methodology.
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Affiliation(s)
- Megan R Holmes
- Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, United States.
| | - Susan Yoon
- The College of Social Work, The Ohio State University, United States
| | - Kristen A Berg
- Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, United States
| | - Jamie L Cage
- School of Social Work, Virginia Commonwealth University, United States
| | - Adam T Perzynski
- Center for Health Care Research and Policy, Case Western Reserve University, United States
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Brownlie EB, Graham E, Bao L, Koyama E, Beitchman JH. Language disorder and retrospectively reported sexual abuse of girls: severity and disclosure. J Child Psychol Psychiatry 2017; 58:1114-1121. [PMID: 28407233 DOI: 10.1111/jcpp.12723] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/09/2017] [Indexed: 12/01/2022]
Abstract
BACKGROUND Despite emerging evidence for an association between communication disorders and maltreatment, little research has examined sexual abuse characteristics or disclosure experiences among individuals with language disorder (LD). Given that communication difficulties may constitute a barrier to disclosure, the disclosure experiences among individuals with and without communication difficulties may also differ. METHODS Five-year-old children identified with a language and/or speech disorder from a nonclinical community sample and a control group were followed to adulthood in a prospective longitudinal study. At age 31, participants completed a behaviorally specific questionnaire on experiences of sexual abuse and questionnaires on disclosure experiences and social reactions to disclosure. Due to low endorsement of sexual victimization among male participants and low sample size, results are reported for women only and exclude nine participants with speech disorder without LD. Participation rates were 28 of 40 in the LD cohort and 45 of 51 controls. Sexual victimization severity was defined using an index combining five indicators (duration, invasiveness, relationship to perpetrator, coercive tactics used, and number of perpetrators). Subthreshold sexual victimization was defined as a single, noncontact incident with a perpetrator unknown to the child; experiences with greater severity were classified as child sexual abuse. RESULTS Among women who reported sexual victimization by age 18, invasiveness and overall severity were greater in the LD cohort than in the control cohort. Women in the LD cohort (43%) were more likely than controls (16%) to report child sexual abuse, excluding subthreshold experiences. There were no differences between cohorts in probability of disclosure, latency to disclosure, or social reactions. CONCLUSIONS Women with a history of child LD in a nonclinical sample reported substantial child sexual abuse experiences. Implications for understanding associations between LD and mental health and for prevention and early intervention are discussed.
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Affiliation(s)
- E B Brownlie
- Child, Youth and Emerging Adult Service, Centre for Addiction and Mental Health, Toronto, ON, Canada.,University of Toronto, Toronto, ON, Canada
| | | | - Lin Bao
- Simon Fraser University, Vancouver, BC, Canada
| | - Emiko Koyama
- Child, Youth and Emerging Adult Service, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Joseph H Beitchman
- Child, Youth and Emerging Adult Service, Centre for Addiction and Mental Health, Toronto, ON, Canada.,University of Toronto, Toronto, ON, Canada
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Byrne N, Lyddiard T, Furniss R. Considering the impact of maltreatment on children in Out of Home Care when providing speech language pathology intervention: case examples. SPEECH, LANGUAGE AND HEARING 2017. [DOI: 10.1080/2050571x.2017.1338847] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Nicole Byrne
- Humanities and Social Science, University of Newcastle, Callaghan, NSW, Australia
| | - Tania Lyddiard
- Children, Young People and Families (CYPF) Community Health Services Speech Pathology, Hunter New England Local Health District, Newcastle, Australia
| | - Rachel Furniss
- Children, Young People and Families (CYPF) Community Health Services Speech Pathology, Hunter New England Local Health District, Newcastle, Australia
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Psychosocial Aspects of Pragmatic Disorders. PERSPECTIVES IN PRAGMATICS, PHILOSOPHY & PSYCHOLOGY 2017. [DOI: 10.1007/978-3-319-47489-2_23] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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