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Aguilar-Mediavilla E, Sanchez-Azanza VA, Valera-Pozo M, Sureda-García I, Adrover-Roig D. The informant matters: Differences in bullying victim categorization rates assessed with self- and peer-reports in children with developmental language disorder and reading difficulties. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 149:104747. [PMID: 38678876 DOI: 10.1016/j.ridd.2024.104747] [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: 12/22/2023] [Revised: 03/19/2024] [Accepted: 04/19/2024] [Indexed: 05/01/2024]
Abstract
BACKGROUND Children with Developmental Language Disorder (DLD) and Reading Difficulties (RD) can show more peer relation problems depending on the informant. AIMS (1) To explore bullying victims' categorization, evaluated by self- and peer-reports, in children with DLD and RD; and (2) to assess agreement rates between informants. METHOD AND PROCEDURES Victimization was assessed using a self-report (EBIP-Q) and a peer-report sociogram (CESC) in a sample of 83 participants (9-12 years; 10.5 ± 1.1 years), comprising of DLD (n = 19), RD (n = 32), and Control (n = 32) groups. OUTCOMES AND RESULTS We found a higher frequency of the rejected sociometric profile in the DLD and RD groups, a higher peer-reported victimization in the DLD group, and more severe self-reported victimization in the DLD and RD groups. Odds of being classified as victimized were higher for self-report except in the DLD group. Informants' agreement was high using the most restrictive EBIP-Q criterion (7 points) for both the Control and the RD groups, being non-significant for the DLD group regardless of the criteria used. CONCLUSIONS AND IMPLICATIONS We found a higher victimization risk in children with language difficulties, although self-assessment seems to under-detect children with DLD according to the agreement rates, pointing out the need to combine assessments and informants. WHAT DOES THIS PAPER ADD?: Several studies have shown that children with DLD or RD obtain higher scores of victimization and score lower on several scales of social skills with continuous data. Although continuous analyses are usual in research, professional decisions are usually based on cut-off criteria more than how high or low a score is in contrast to another group. This is one of the first works that analyses victimization following the cut-off criteria of self and peer assessments that professionals used in the school settings in children with DLD and RD. Our results will raise awareness among school professionals based on the evidence about the high risk of victimization, especially in children with DLD, and the implications of selecting between several measures of victimization, in this group of children. We think that our results would help to better detect and prevent bullying in schools for children with DLD.
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Affiliation(s)
- Eva Aguilar-Mediavilla
- Department of Applied Pedagogy and Educational Psychology, Institute of Research and Innovation in Education, University of the Balearic Islands, Palma, Spain
| | - Victor A Sanchez-Azanza
- Department of Applied Pedagogy and Educational Psychology, Institute of Research and Innovation in Education, University of the Balearic Islands, Palma, Spain
| | - Mario Valera-Pozo
- Department of Applied Pedagogy and Educational Psychology, Institute of Research and Innovation in Education, University of the Balearic Islands, Palma, Spain
| | - Inmaculada Sureda-García
- Department of Applied Pedagogy and Educational Psychology, Institute of Research and Innovation in Education, University of the Balearic Islands, Palma, Spain
| | - Daniel Adrover-Roig
- Department of Applied Pedagogy and Educational Psychology, Institute of Research and Innovation in Education, University of the Balearic Islands, Palma, Spain.
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Oncioiu SI, Nation K, Lim KX, Pingault JB, Bowes L. Concurrent and longitudinal associations of developmental language disorder with peer victimization in adolescence: evidence from a co-twin study. J Child Psychol Psychiatry 2024. [PMID: 38425078 DOI: 10.1111/jcpp.13969] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/03/2024] [Indexed: 03/02/2024]
Abstract
BACKGROUND Children with developmental language disorder (DLD) experience higher levels of peer victimization than their peers. However, it is not known if such associations reflect genetic and environmental confounding. We used a co-twin control design to investigate the association of language difficulties (DLD and separately poor pragmatic language) with peer victimization and compare the developmental trajectories of peer victimization across adolescence for those with and without language difficulties. METHODS Participants were 3,400 pairs of twins in the Twins Early Development Study (TEDS), a UK-based population birth cohort. Language abilities were assessed via online tests at age 11 and peer victimization was self-reported at ages 11, 14 and 16. Language difficulties were defined as language abilities at least -1.25 SD below the mean of the TEDS sample. We performed linear regressions and latent growth curve modeling at a population level and within monozygotic and same-sex dizygotic twin pairs. RESULTS At population level, youth with DLD experienced higher levels of peer victimization at ages 11 (β = 0.27, 95% Confidence Interval (CI) 0.20-0.35), 14 (β = 0.15, 95% CI 0.03-0.27) and 16 (β = 0.17, 95% CI 0.03-0.32) and a sharper decline in peer victimization between ages 11 and 16 compared to their peers without DLD. The associations between DLD and peer victimization were reduced in strength and not statistically significant in within-twin models. Moreover, there was no difference in the rate of change in peer victimization between twin pairs discordant for DLD. Results were similar for the association of poor pragmatic language with peer victimization. CONCLUSIONS Associations between language difficulties (DLD and separately, poor pragmatic language) and peer victimization were confounded by genetic and shared environmental factors. Identifying specific factors underlying these associations is important for guiding future work to reduce peer victimization among adolescents with language difficulties.
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Affiliation(s)
| | - Kate Nation
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Kai Xiang Lim
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Jean-Baptiste Pingault
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
- Division of Psychology and Language Sciences, Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Lucy Bowes
- Department of Experimental Psychology, University of Oxford, Oxford, UK
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Flores P, Coelho E, Mourão-Carvalhal I, Forte P. Relationships between Math Skills, Motor Skills, Physical Activity, and Obesity in Typically Developing Preschool Children. Behav Sci (Basel) 2023; 13:1000. [PMID: 38131856 PMCID: PMC10740894 DOI: 10.3390/bs13121000] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Revised: 12/01/2023] [Accepted: 12/05/2023] [Indexed: 12/23/2023] Open
Abstract
There is evidence of a relationship between motor and cognitive development. The literature has shown that of all the motor skills, fine motor skills are those that contribute most to mathematical performance in preschool children. As this is a sensitive period in the development of motor skills, low levels of physical activity in this period can compromise their development and contribute to weight gain and obesity. The aim of this study was therefore to analyze the relationship between mathematical and motor skills, physical activity levels, and obesity. The sample consisted of 62 preschool children (32 males) with an average age of 4.63 ± 0.81. The Weschler preschool and primary scale of intelligence-revised arithmetic test was used to assess mathematical skills. The tests to assess fine motor skills were the "Adapted Threading Beads Test" and the "Adapted Visuomotor Integration Test". The movement assessment battery for children-2, band 1, "Aiming & Catching", and "Balance" tests were used to assess gross motor skills. Levels of physical activity were assessed using the "Preschool-age physical activity questionnaire" and obesity using the body mass index. The results indicated that only the fine motor skills of visuomotor integration were included in the multiple linear regression model (F < 0.001; r = 0.464; R2 = 0.215; p < 0.001), with the exclusion of gross motor skills, physical activity levels, and obesity levels. Thus, it was concluded that mathematical skills were only directly and significantly influenced by visuomotor integration. However, visuomotor integration was positively and significantly associated with gross motor skills (r = 0.269; p < 0.05) and not with levels of physical activity and obesity. Thus, gross motor skills could contribute to improving visuomotor integration directly and consequently mathematical skills indirectly. The results of this study suggest that the implementation of structured physical activity programs can contribute to mathematical performance.
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Affiliation(s)
- Pedro Flores
- CI-ISCE, Higher Institute of Education and Sciences of the Douro, 4560-708 Penafiel, Portugal;
| | - Eduarda Coelho
- Department of Sports, University of Trás-os-Montes and Alto Douro, 5000-801 Vila Real, Portugal
- Research Center in Sports, Health and Human Development, 6201-001 Covilhã, Portugal
| | - Isabel Mourão-Carvalhal
- Department of Sports, University of Trás-os-Montes and Alto Douro, 5000-801 Vila Real, Portugal
- Research Center in Sports, Health and Human Development, 6201-001 Covilhã, Portugal
| | - Pedro Forte
- CI-ISCE, Higher Institute of Education and Sciences of the Douro, 4560-708 Penafiel, Portugal;
- Research Center in Sports, Health and Human Development, 6201-001 Covilhã, Portugal
- Department of Sports, Instituto Politécnico de Bragança, 5300-252 Bragança, Portugal
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Esteller‐Cano À, Buil‐Legaz L, López‐Penadés R, Aguilar‐Mediavilla E, Adrover‐Roig D. Retrospective bullying trajectories in adults with self-reported oral language difficulties. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2022; 57:578-592. [PMID: 35195330 PMCID: PMC9306547 DOI: 10.1111/1460-6984.12708] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/30/2021] [Accepted: 01/31/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Previous research has consistently evidenced that children with speech and language difficulties suffer more bullying victimisation during middle school years, whereas other educative stages remain less explored. Moreover, there are divergent results in previous evidence about the types of victimisation (physical, verbal, relational) youths may experience. AIMS To examine the retrospective developmental trajectories of bullying victimisation in adults with and without self-reported oral language difficulties across seven educational stages (preschool to university). Special attention was given to the prevalence and types of victimisation. METHODS & PROCEDURES A total of 336 participants (ages between 18 and 65, M = 30.3) from a sample of 2259 participants that fully answered an online survey were classified as having experienced oral language difficulties (LD) not associated with a biomedical condition. A comparable control group (n = 336; ages between 18 and 72, M = 30.0) was randomly selected for statistical between-groups contrasts. Responses to the California Bullying Victimization Scale-Retrospective (CBVS-R) were analysed by generalised estimating equations (GEE) including language groups, types of bullying, and educational stages as explanatory variables. Specific language group comparisons in terms of percentages were conducted using chi-square tests. OUTCOMES & RESULTS GEE results suggested that experiencing LD was associated with an overall increase in the likelihood of bullying victimisation, Wald's χ2 (1) = 8.41, p < 0.005 for the main effect of the LD group, along almost all educational stages, Wald's χ2 (6) = 3.13, p = 0.69 for the LD group × educational stage interaction. Finally, a higher proportion of participants in the LD group reported having suffered teasing behaviours at the second cycle of elementary, the first cycle of secondary, and baccalaureate. They also reported with a higher proportion being physically hurt at preschool and having received sexual comments at the second cycle of elementary, Wald's χ2 (93) = 259.87, p < 0.001 for the LD group × educational stage × type of bullying interaction. CONCLUSIONS & IMPLICATIONS People with oral language difficulties experience more bullying victimisation behaviours than their typically developing peers. Heightened bullying prevalence in children with language difficulties seems to emerge as early as 6-9 years old and persists along the rest of schooling. Not all victimisation forms seem to show differential increased rates in people with speech/language difficulties, evidencing important implications for bullying assessment. Results highlight the need to provide particular support to individuals with language difficulties against bullying during the entire schooling.
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Affiliation(s)
- Àngels Esteller‐Cano
- Investigació en Desenvolupament, Educació i Llenguatge (I+DEL), Institut de Recerca i Innovació Educativa (IRIE)Universitat de les Illes BalearsPalmaSpain
| | - Lucía Buil‐Legaz
- Investigació en Desenvolupament, Educació i Llenguatge (I+DEL), Institut de Recerca i Innovació Educativa (IRIE)Universitat de les Illes BalearsPalmaSpain
| | - Raúl López‐Penadés
- Investigació en Desenvolupament, Educació i Llenguatge (I+DEL), Institut de Recerca i Innovació Educativa (IRIE)Universitat de les Illes BalearsPalmaSpain
| | - Eva Aguilar‐Mediavilla
- Investigació en Desenvolupament, Educació i Llenguatge (I+DEL), Institut de Recerca i Innovació Educativa (IRIE)Universitat de les Illes BalearsPalmaSpain
| | - Daniel Adrover‐Roig
- Investigació en Desenvolupament, Educació i Llenguatge (I+DEL), Institut de Recerca i Innovació Educativa (IRIE)Universitat de les Illes BalearsPalmaSpain
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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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Øksendal E, Brandlistuen RE, Holte A, Wang MV. Associations between poor gross and fine motor skills in pre-school and peer victimization concurrently and longitudinally with follow-up in school age - results from a population-based study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 92:e12464. [PMID: 34729762 DOI: 10.1111/bjep.12464] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Revised: 09/25/2021] [Indexed: 11/30/2022]
Abstract
BACKGROUND Children with poor motor skills are at increased risk of peer victimization. However, it is unclear whether poor gross and fine motor skills are differently linked to peer victimization among pre-school and schoolchildren. AIMS To investigate associations between poor gross and fine motor skills measured in pre-school and the associations to peer victimization measured concurrently and in school age. SAMPLE Data from the Norwegian Mother, Father and Child Cohort Study (MoBa), and the Medical Birth Registry of Norway were used. Participants with complete questionnaires at 3, 5, and 8 years (n = 23 215) were included. METHODS A longitudinal design and an autoregressive cross-lagged model were used to investigate if poor gross and fine motor skills at 3 and 5 years predicted peer victimization at 5 and 8 years. Because emotional difficulties are associated with both motor skills and peer victimization, the results were adjusted for emotional difficulties. RESULTS Only poor fine motor skills at 3 years had a significant association to peer victimization at 5 years. Poor gross motor skills at 5 years had a stronger association to peer victimization measured concurrently compared to poor fine motor skills, and only poor fine motor skills at 5 years was significantly linked to peer victimization at 8 years. No gender difference was found between these paths. CONCLUSIONS Teachers and parents should be aware that motor skills predict peer victimization, and that poor gross and fine motor skills have different associations to peer victimization measured at different ages.
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Affiliation(s)
- Elise Øksendal
- Department of Research and Development, The Norwegian National Service of Special Needs Education (Statped), Oslo, Norway.,Department of Child Health and Development, Norwegian Institute of Public Health, Oslo, Norway.,Department of Psychology, University of Oslo, Norway
| | | | - Arne Holte
- Department of Psychology, University of Oslo, Norway
| | - Mari Vaage Wang
- Department of Child Health and Development, Norwegian Institute of Public Health, Oslo, Norway
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