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Zappella M. Autism: a diagnostic dilemma. Zh Nevrol Psikhiatr Im S S Korsakova 2022; 122:71-76. [DOI: 10.17116/jnevro202212206171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Bonuck K, Shafer V, Battino R, Valicenti-McDermott RM, Sussman ES, McGrath K. Language Disorders Research on Bilingualism, School-Age, and Related Difficulties: A Scoping Review of Descriptive Studies. Acad Pediatr 2022; 22:518-525. [PMID: 34896271 PMCID: PMC9252163 DOI: 10.1016/j.acap.2021.12.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Revised: 11/08/2021] [Accepted: 12/02/2021] [Indexed: 11/26/2022]
Abstract
BACKGROUND Developmental language disorder (DLD) often remains undetected until children shift from 'learning to read' to 'reading to learn,' around 9 years of age. Mono- and bilingual children with DLD frequently have co-occurring reading, attention, and related difficulties, compared to children with typical language development (TLD). Data for mono- and bilingual children with DLD and TLD would aid differentiation of language differences versus disorders in bilingual children. OBJECTIVE We conducted a scoping review of descriptive research on mono-and bilingual children < and >= 9 years old with DLD versus TLD, and related skills (auditory processing, attention, cognition, executive function, and reading). DATA SOURCES We searched PubMed for the terms "bilingual" and "language disorders" or "impairment" and "child[ren]" from August 1, 1979 through October 1, 2018. CHARTING METHODS Two abstracters charted all search results. Main exclusions were: secondary data/reviews, special populations, intervention studies, and case studies/series. Abstracted data included age, related skills measures', and four language groups of participants: monolingual DLD, monolingual TLD, bilingual DLD, and bilingual TLD. RESULTS Of 366 articles, 159 (43%) met inclusion criteria. Relatively few (14%, n = 22) included all 4 language groups, co-occurring difficulties other than nonverbal intelligence (n = 49, 31%) or reading (n = 51, 32%) or any 9-18 year-olds (31%, n = 48). Just 5 (3%) included only 9-18 year-olds. Among studies with any 9 to 18 year olds, just 4 (8%, 4/48) included 4 language groups. CONCLUSIONS Future research should include mono- and bilingual children with both DLD and TLD, beyond 8 years of age, along with data about their related skills.
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Affiliation(s)
| | | | | | | | | | - Kathleen McGrath
- Rose F. Kennedy CERC at Montefiore Medical Center, The University Hospital for Albert Einstein College of Medicine (R Battino, K McGrath), Bronx, NY.
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Vermeij BAM, Wiefferink CH, Scholte RHJ, Knoors H. Language development and behaviour problems in toddlers indicated to have a developmental language disorder. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2021; 56:1249-1262. [PMID: 34472179 DOI: 10.1111/1460-6984.12665] [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: 09/10/2020] [Revised: 06/16/2021] [Accepted: 07/23/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND There is empirical evidence that a developmental language disorder (DLD) in early childhood leads to behaviour problems. However, it is still not clear how changes in language proficiency in these children influence the presence of behaviour problems. AIMS The aim of this study is to examine if changes in language proficiency are related to changes in behaviour problems in toddlers indicated to have DLD. METHODS & PROCEDURES This study included 185 toddlers indicated to have DLD (mean age 38 months at pretest). Scores on receptive and expressive language domains and internalizing and externalizing behaviour were gathered on Wave 1 and Wave 2 using Routine Outcome Monitoring. The Reliable Change Index was used to categorize children into two groups: children improving in receptive and expressive language domains and children not improving. OUTCOMES & RESULTS For receptive syntax, receptive vocabulary and expressive syntax, 30% or less of the children improved. Only for expressive vocabulary, most children improved (63%). Behaviour problems were present in 17% (internalizing) and 23% (externalizing) of the children. Changes in language proficiency did not lead to changes in internalizing or externalizing behaviour problems, not for the total sample, nor for children displaying behaviour problems at Wave 1. CONCLUSIONS & IMPLICATIONS Professionals working with toddlers indicated to have DLD need to be aware of the co-occurrence of language problems and behaviour problems, and have to realize that behaviour problems might not immediately decrease when language proficiency improves. If behaviour problems are present in toddlers indicated to have DLD, interventions should not only focus on language, but also on behaviour problems. WHAT THIS PAPER ADDS What is already known on the subject There is empirical evidence that a developmental language disorder (DLD) in early childhood leads to behaviour problems. However, it is still not clear how changes in language proficiency in children with DLD influence the presence of behaviour problems. What this paper adds to existing knowledge This study addresses if a change in language proficiency is related to changes in child behaviour problems in toddlers indicated to have DLD. The results of our study showed that most of the children did not show a positive reliable change in receptive syntax, receptive vocabulary and expressive syntax at this young age, but most of the children did in expressive vocabulary. Furthermore, changes in language proficiency did not lead to changes in the presence of internalizing or externalizing behaviour problems. What are the potential or actual clinical implications of this work? Therefore, professionals working with toddlers indicated to have DLD should be aware of the co-occurrence of language problems and behaviour problems, and have to realize that behaviour problems might not decrease as a result of improved language proficiency. If behaviour problems are present and need to be treated, other interventions, apart from the language intervention, might be necessary.
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Affiliation(s)
- Bernadette A M Vermeij
- Dutch Foundation for the Deaf and Hard of Hearing Child (NSDSK), Amsterdam, The Netherlands
| | - Carin H Wiefferink
- Dutch Foundation for the Deaf and Hard of Hearing Child (NSDSK), Amsterdam, The Netherlands
| | - Ron H J Scholte
- Radboud University Nijmegen, Nijmegen, The Netherlands
- Tranzo, Tilburg University, Tilburg, The Netherlands
- Praktikon, Nijmegen, The Netherlands
| | - Harry Knoors
- Radboud University Nijmegen, Nijmegen, The Netherlands
- Royal Dutch Kentalis, Sint-Michielsgestel, The Netherlands
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Bonuck K. Sleep problem screening of young children by speech-language pathologists: A mixed-methods feasibility study. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2021; 6:23969415211035066. [PMID: 36381521 PMCID: PMC9620683 DOI: 10.1177/23969415211035066] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
BACKGROUND & AIMS Poor sleep in young children imperils language learning and use. Both sleep and language problems are prevalent in early childhood. Speech-language pathologists are in a unique position to expand surveillance of sleep problems, which in turn may contribute to communication difficulties. We conducted a feasibility study of speech-language pathologist screening for behavioral sleep problems and sleep-disordered breathing symptoms at a multidisciplinary evaluation and treatment center. METHODS Speech-language pathologists administered screeners to parents of 2-6-year-olds: the Short Form-Children's Sleep Habits Questionnaire (for behavioral sleep problems) which includes an item asking if the child has a sleep problem (yes/no), and the pediatric sleep questionnaire (for sleep-disordered breathing). Speech-language pathologists participated in pre- and post-screening focus groups. Pre-screening topics included professional preparation and clinical experience regarding pediatric sleep issues. Post-screening, speech-language pathologists provided feedback about the screening experience and feasibility of incorporating such screening into practice. RESULTS Among 51 children, 31% (16/51) screened positive for sleep-disordered breathing, 78% for behavioral sleep problems (40/51), and 43% (12/28) per parent report. Parent-reported problems were associated with sleep-disordered breathing (p = 0.00) but not behavioral sleep problems (p = 0.24). During focus groups, speech-language pathologists reported no formal pediatric sleep training, high parent concern about sleep, and agreed that screening fit their professional mandate. Speech-language pathologists affirmed that the ≤15 min screenings integrated seamlessly into practice but that additional training, particularly for sleep-disordered breathing, was needed. CONCLUSIONS The prevalence of sleep problems in 2-6-year-olds presenting to speech-language pathologists was higher than in community samples, but consistent with data from young children with developmental disabilities. Speech-language pathologists endorsed the utility and feasibility of sleep problem screening and education in their clinical practice. IMPLICATIONS Integrating sleep problem screening and education into speech-language pathologist practice is feasible and could widen surveillance of both sleep problems and risk factors for developmental language disorders. Further research should include larger samples and other settings, e.g. home or school.
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Affiliation(s)
- Karen Bonuck
- Kathleen McGrath, Department of Family and
Social Medicine, Albert Einstein College of Medicine, 1225 Morris Park Ave,
Bronx, NY, USA.
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Zhai S, Ma Y, Gao Z, He J. Development of interactive biological motion perception in preschoolers and its relation to social competence. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12414] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Shuyi Zhai
- Department of Psychology and Behavioral Sciences Zhejiang University Hangzhou P.R. China
| | - Yuxi Ma
- Department of Psychology and Behavioral Sciences Zhejiang University Hangzhou P.R. China
| | - Zaifeng Gao
- Department of Psychology and Behavioral Sciences Zhejiang University Hangzhou P.R. China
| | - Jie He
- Department of Psychology and Behavioral Sciences Zhejiang University Hangzhou P.R. China
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Manning BL, Roberts MY, Estabrook R, Petitclerc A, Burns JL, Briggs-Gowan M, Wakschlag LS, Norton ES. Relations Between Toddler Expressive Language and Temper Tantrums in a Community Sample. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019; 65:101070. [PMID: 33707806 PMCID: PMC7946112 DOI: 10.1016/j.appdev.2019.101070] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
This study examined the frequent clinical observation that toddlers with less expressive language have more severe temper tantrums. A representative sample of 2,001 mothers reported on their toddler's expressive vocabulary and frequency of different temper tantrum behaviors, a prominent feature of irritability and an emergent marker of mental health risk. Results revealed that 12- to 38-month-olds with fewer spoken words demonstrated more severe (frequent and dysregulated) temper tantrums. Toddlers who were late talkers at 24-30 months also had more severe tantrums; their relative risk of having severe tantrums was 1.96 times greater than peers with typical language. These results are the first to show that language and temper tantrums are related, and that this relation is present in the second year of life. These findings point to the importance of assessing both language and mental health risk in order to promote earlier identification and intervention for early childhood disorders.
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Affiliation(s)
- Brittany L. Manning
- Roxelyn and Richard Pepper Department of Communication
Sciences and Disorders, Northwestern University, Evanston, Illinois, USA
| | - Megan Y. Roberts
- Roxelyn and Richard Pepper Department of Communication
Sciences and Disorders, Northwestern University, Evanston, Illinois, USA
- Northwestern University Institute for Innovations in
Developmental Sciences, Chicago, Illinois, USA
- Department of Medical Social Sciences, Feinberg School of
Medicine, Northwestern University, Chicago, Illinois, USA
| | - Ryne Estabrook
- Northwestern University Institute for Innovations in
Developmental Sciences, Chicago, Illinois, USA
- Department of Medical Social Sciences, Feinberg School of
Medicine, Northwestern University, Chicago, Illinois, USA
| | - Amélie Petitclerc
- Northwestern University Institute for Innovations in
Developmental Sciences, Chicago, Illinois, USA
- Department of Medical Social Sciences, Feinberg School of
Medicine, Northwestern University, Chicago, Illinois, USA
| | - James L. Burns
- Department of Medical Social Sciences, Feinberg School of
Medicine, Northwestern University, Chicago, Illinois, USA
| | - Margaret Briggs-Gowan
- Department of Psychiatry, University of Connecticut School
of Medicine, Farmington, Connecticut, USA
| | - Lauren S. Wakschlag
- Northwestern University Institute for Innovations in
Developmental Sciences, Chicago, Illinois, USA
- Department of Medical Social Sciences, Feinberg School of
Medicine, Northwestern University, Chicago, Illinois, USA
- Institute for Policy Research, Northwestern University,
Evanston, Illinois, USA
| | - Elizabeth S. Norton
- Roxelyn and Richard Pepper Department of Communication
Sciences and Disorders, Northwestern University, Evanston, Illinois, USA
- Northwestern University Institute for Innovations in
Developmental Sciences, Chicago, Illinois, USA
- Department of Medical Social Sciences, Feinberg School of
Medicine, Northwestern University, Chicago, Illinois, USA
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D'Souza S, Crawford CN, Buckley J, Underwood L, Peterson ER, Bird A, Morton SMB, Waldie KE. Antenatal determinants of early childhood talking delay and behavioural difficulties. Infant Behav Dev 2019; 57:101388. [PMID: 31634704 DOI: 10.1016/j.infbeh.2019.101388] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2019] [Revised: 10/03/2019] [Accepted: 10/04/2019] [Indexed: 11/26/2022]
Abstract
The determinants of talking delay alone or its comorbidity with behavioural difficulties was examined in 5768 two-year-old members of the Growing Up in New Zealand longitudinal study. Using the MacArthur-Bates Communicative Development inventories and the total difficulties score from the preschool Strengths and Difficulties Questionnaire, a composite measure was created so that children were categorised as showing no language or behavioural concerns (72.5%), behavioural only difficulties (6.1%), language only difficulties (18.1%), and comorbid language and behavioural difficulties (3.3%). Analyses revealed that antenatal factors such as maternal perceived stress, inadequate folate intake, vitamin intake, alcohol consumption during the first trimester and maternal smoking all had a significant effect on child outcomes. In particular, low multivitamin intake and perceived stress during pregnancy were associated with coexisting language and behavioural difficulties. These findings support international research in showing that maternal factors during pregnancy are associated with developmental outcomes in the early childhood period, and demonstrate these associations within a NZ context. Interventions which address maternal stress management and health behaviours during pregnancy could be beneficial to offspring development.
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Affiliation(s)
- Stephanie D'Souza
- School of Psychology, The University of Auckland, Auckland, New Zealand; Centre for Longitudinal Research - He Ara ki Mua, The University of Auckland, Auckland, New Zealand; Centre of Methods and Policy Application in the Social Sciences, University of Auckland, Auckland, New Zealand
| | | | - Jude Buckley
- School of Psychology, The University of Auckland, Auckland, New Zealand
| | - Lisa Underwood
- Centre for Longitudinal Research - He Ara ki Mua, The University of Auckland, Auckland, New Zealand
| | - Elizabeth R Peterson
- School of Psychology, The University of Auckland, Auckland, New Zealand; Centre for Longitudinal Research - He Ara ki Mua, The University of Auckland, Auckland, New Zealand
| | - Amy Bird
- School of Psychology, University of Wollongong, NSW, Australia
| | - Susan M B Morton
- Centre for Longitudinal Research - He Ara ki Mua, The University of Auckland, Auckland, New Zealand; School of Population Health, The University of Auckland, Auckland, New Zealand
| | - Karen E Waldie
- School of Psychology, The University of Auckland, Auckland, New Zealand; Centre for Longitudinal Research - He Ara ki Mua, The University of Auckland, Auckland, New Zealand.
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Vermeij BAM, Wiefferink CH, Knoors H, Scholte R. Association of language, behavior, and parental stress in young children with a language disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 85:143-153. [PMID: 30553175 DOI: 10.1016/j.ridd.2018.11.012] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2017] [Revised: 11/12/2018] [Accepted: 11/28/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND Several studies show that language problems, child behavior problems, and parental stress can co-occur in children. Still, little is known about how these domains are related in toddlers with a language disorder (LD). AIMS This study examined relations between language problems, child behaviour problems, and parental stress in toddlers with LD and if these relations differ for children with different types of LD. METHOD Data of 185 children with LD (mean age 38 months) were collected using Routine Outcome Monitoring. Children were divided into two groups: presence of receptive and expressive problems (REP) and expressive problems only (EP). Relations were analyzed using Structural Equation Modeling. RESULTS A better receptive language was associated with less teacher-reported internalizing and externalizing problems. A better expressive vocabulary was associated with more parent-reported internalizing problems and more teacher-reported externalizing problems. No relation was found between language and parental stress. Associations between language, behavior, and parental stress did not differ for children with REP or children with EP. CONCLUSIONS Our study shows that when specific language domains are examined, the pattern of associations between language and behavior becomes more complex, because relations exist between specific language domains and behavior, but not between all of them.
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Affiliation(s)
- Bernadette A M Vermeij
- Dutch Foundation for the Deaf and Hard of Hearing Child (NSDSK), Amsterdam, the Netherlands.
| | - Carin H Wiefferink
- Dutch Foundation for the Deaf and Hard of Hearing Child (NSDSK), Amsterdam, the Netherlands.
| | - Harry Knoors
- Royal Dutch Kentalis, Sint-Michielsgestel, the Netherlands; Radboud University Nijmegen, Behavioural Science Institute, Nijmegen, the Netherlands.
| | - Ron Scholte
- Radboud University Nijmegen, Behavioural Science Institute, Nijmegen, the Netherlands; Tranzo, Tilburg University, Tilburg, the Netherlands; Praktikon, Nijmegen, the Netherlands.
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Bendezú JJ, Cole PM, Tan PZ, Armstrong LM, Reitz EB, Wolf RM. Child language and parenting antecedents and externalizing outcomes of emotion regulation pathways across early childhood: A person-centered approach. Dev Psychopathol 2018; 30:1253-1268. [PMID: 29144222 PMCID: PMC5955771 DOI: 10.1017/s0954579417001675] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Decreases in children's anger reactivity because of the onset of their autonomous use of strategies characterizes the prevailing model of the development of emotion regulation in early childhood (Kopp, 1989). There is, however, limited evidence of the varied pathways that mark this development and their proposed antecedents and consequences. This study used a person-centered approach to identify such pathways, antecedents, and outcomes. A sample of 120 children from economically strained rural and semirural households were observed while waiting to open a gift at ages 24, 36, and 48 months. Multitrajectory modeling of children's anger expressions and strategy use yielded three subgroups. As they aged, typically developing children's strategy use (calm bids and focused distraction) increased while anger expressions decreased. Later developing children, though initially elevated in anger expression and low in strategy use, demonstrated marked growth across indicators and did not differ from typically developing children at 48 months. At-risk children, despite developing calm bidding skills, did not display longitudinal self-distraction increases or anger expression declines. Some predicted antecedents (12-24 month child language skills and language-capitalizing parenting practices) and outcomes (age 5 years externalizing behavior) differentiated pathways. Findings illustrate how indicator-specific departures from typical pathways signal risk for behavior problems and point to pathway-specific intervention opportunities.
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Aro T, Laakso ML, Määttä S, Tolvanen A, Poikkeus AM. Associations between toddler-age communication and kindergarten-age self-regulatory skills. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2014; 57:1405-1417. [PMID: 24687001 DOI: 10.1044/2014_jslhr-l-12-0411] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
PURPOSE In this study, the authors aimed at gaining understanding on the associations of different types of early language and communication profiles with later self-regulation skills by using longitudinal data from toddler age to kindergarten age. METHOD Children with early language profiles representing expressive delay, broad delay (i.e., expressive, social, and/or symbolic), and typical language development were compared in domains of kindergarten-age executive and regulative skills (attentional/executive functions, regulation of emotions and behavioral activity, and social skills) assessed with parental questionnaires. RESULTS Children with delay in toddler-age language development demonstrated poorer kindergarten-age self-regulation skills than children with typical early language development. Broad early language delays were associated with compromised social skills and attentional/executive functions, and early expressive delays were associated with a generally lower level of kindergarten-age executive and regulative skills. Regression analyses showed that both earlier and concurrent language had an effect especially on the attentional/executive functions. CONCLUSIONS The findings suggest that different aspects of toddler-age language have differential associations with later self-regulation. Possible mechanisms linking early language development to later self-regulative development are discussed.
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Jansen R, Ceulemans E, Grauwels J, Maljaars J, Zink I, Steyaert J, Noens I. Young children with language difficulties: a dimensional approach to subgrouping. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:4115-4124. [PMID: 24051364 DOI: 10.1016/j.ridd.2013.08.028] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2013] [Revised: 08/12/2013] [Accepted: 08/14/2013] [Indexed: 06/02/2023]
Abstract
A dimensional approach was used to create bottom-up constructed subgroups that captured the behavioral heterogeneity in 36 Dutch-speaking children with language difficulties. Four subgroups were delineated based upon differences in cognitive ability, symbol understanding, joint attention and autism spectrum disorder related characteristics. Children with a different developmental disorder were found within a single cluster. Therefore, the results of this study suggest that bottom-up constructed subgroups might capture the heterogeneous behavioral profiles of young children with developmental difficulties in a more meaningful way. Furthermore, joint attention and symbol understanding seem important skills to assess in young children presenting with language difficulties.
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Affiliation(s)
- Rianne Jansen
- KU Leuven, Parenting and Special Education Research Unit, Belgium; KU Leuven, Leuven Autism Research (LAuRes), Belgium.
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Early neurodevelopment and self-reported adolescent symptoms of depression and anxiety in a National Canadian Cohort Study. PLoS One 2013; 8:e56804. [PMID: 23437245 PMCID: PMC3577691 DOI: 10.1371/journal.pone.0056804] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2012] [Accepted: 01/16/2013] [Indexed: 11/19/2022] Open
Abstract
Objective Little is known about the mental health outcomes of young children who experience developmental delay. The objective of this study was to assess whether delay in attaining developmental milestones was related to depressive and anxious symptoms in adolescence. Method The sample included 3508 Canadian children who participated in a nationally representative prospective cohort study. The person most knowledgeable about the child reported on attainment of developmental milestones spanning several developmental domains at ages 2–3. The children were followed into adolescence and self-reported depressive and anxious symptoms were used from adolescents ages 12–13. An overall assessment of developmental milestones as well as a supplementary analysis of specific categories of developmental milestones was conducted. Results Cohort members who displayed delayed developmental milestones in early childhood were more likely to experience higher levels of depressive and anxious symptoms as adolescents. However, there was no interaction between delayed developmental milestones and stressful life events. In the supplementary analysis, two developmental domains (self-care and speech/communication) were associated with higher levels of depressive and anxious symptoms in adolescence. Conclusion Delay in attainment of early developmental milestones is significantly associated with adolescent depressive and anxious symptoms.
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Bonuck K, Grant R. Sleep problems and early developmental delay: implications for early intervention programs. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2012; 50:41-52. [PMID: 22316225 DOI: 10.1352/1934-9556-50.1.41] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
Sleep disorders negatively impact behavior, cognition, and growth--the same areas targeted by early intervention. Conversely, developmental delays and disabilities may themselves precipitate sleep disorders. Young children with developmental delays experience sleep disorders at a higher rate than do typically developing children; the most common types are difficulties initiating or maintaining sleep and sleep disordered breathing. To date, attention has been focused on sleep problems in children with specific conditions (e.g., autism, genetic syndromes, prematurity, and seizure disorder). The authors review evidence of sleep problems' broader impact across the range of children screened for early intervention. Eligibility evaluations for early intervention address the five developmental domains: adaptive, motor, cognitive, communication, and socioemotional. Disordered sleep may be symptomatic of socioemotional and adaptive problems. Assessing sleep problems within the evaluation may help establish eligibility for early intervention services and would maximize developmental potential by ensuring timely identification, referral, and treatment.
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Affiliation(s)
- Karen Bonuck
- Albert Einstein College of Medicine, Jack and Pearl Resnick Campus, 1300 Morris Park Ave., Mazer Building., Rm. 418, Bronx, NY 10461, USA.
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Carpenter JL, Drabick DA. Co-occurrence of linguistic and behavioural difficulties in early childhood: a developmental psychopathology perspective. EARLY CHILD DEVELOPMENT AND CARE 2011; 181:1021-1045. [PMID: 21909179 PMCID: PMC3168536 DOI: 10.1080/03004430.2010.509795] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Three hypotheses have been posited as competing explanations for the comorbidity or co-occurrence of language difficulties and behavioural problems among children: (1) language difficulties confer risk for behaviour problems, (2) behaviour problems confer risk for language difficulties, and (3) shared risk factors account for their co-occurrence. We use a developmental psychopathology perspective to propose a model that integrates these explanations, and incorporates several potential moderating, mediating, and shared risk factors. We propose that temperamental negative emotionality and working memory deficits operate to initiate the pathway that may culminate in comorbid language and behaviour problems. We hypothesise that contextual factors (e.g. parent-child interactional processes) and child-specific factors (e.g. adaptive communication) may exacerbate or offset this risk and thus contribute to multiple developmental pathways. The proposed model underscores the importance of considering transactional processes from multiple domains to understand how configurations of risk and protective factors translate into different patterns of children's linguistic and behavioural functioning.
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Chung CY, Liu WY, Chang CJ, Chen CL, Tang SFT, Wong AMK. The relationship between parental concerns and final diagnosis in children with developmental delay. J Child Neurol 2011; 26:413-9. [PMID: 20952723 DOI: 10.1177/0883073810381922] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Parental concern is a useful screening approach for early detection of children with developmental delay. We investigated the relationships among parental concerns, functional impairment, and final diagnosis of children (n = 273) with developmental delays. Of these, motor, language, and global delay were most common. Parental concerns, especially in language and motor development, were good predictors of children with language or motor delay, and provided reliable information for detection of children with delays in these domains. Parents were less likely to identify children with cognitive problems, global delay, or associated behavioral problems. Co-occurrence of developmental disorders was also recognized, especially in children with global delay. We conclude that parental concerns are useful information for detection of specific developmental problems in children. Because co-occurrence of developmental disorders is common, their early recognition would be helpful for better care of these children.
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Affiliation(s)
- Chia-Ying Chung
- Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, Taiwan
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Tervo RC, Asis M. Parents' reports predict abnormal investigations in global developmental delay. Clin Pediatr (Phila) 2009; 48:513-21. [PMID: 19252105 DOI: 10.1177/0009922809332592] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
AIMS To identify symptoms reported by parents that predict abnormal laboratory investigations in preschoolers with global developmental delay (GDD). METHODS A cross-sectional descriptive study of 81 boys and 38 girls, with a mean age of 43.5 months (SD = 13.4), with global developmental delay. All parents/guardians completed the following: (1) a semistructured interview about their child and family; (2) the Child Development Inventory (CDI); (3) the Possible Problems Checklist (PPC); and (4) the Child Behavior Checklist 1(1/2)-5 (CBCL). RESULTS There were 61 abnormal results: MRI 37 (31%); high-resolution chromosomes 8 (7%); fragile X molecular testing 4 (3%); and microarray comparative genomic hybridization 12 (10%). A total of 47 children had abnormal tests (40%): none, 72 (60%); one, 36 (30%); two, 8 (7%); three, (3%). Younger children with more developmental delays are more likely to have abnormal tests. They are clumsy, more passive, and less disobedience. They had lower total, externalizing, and internalizing problems scores. The odds of finding an abnormal investigation are increasingly greater as parent's report of language comprehension and social development ratios increase, and decrease in likelihood for every increase in the expressive language and fine motor ratios. INTERPRETATION Parent's reports predict abnormal tests and indicate quantifiable differences requiring investigation.
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Affiliation(s)
- Raymond C Tervo
- Department of Pediatrics, University of Minnesota, Minneapolis, Minnesota, Gillette Children's Specialty Healthcare, St. Paul, Minnesota 55101, USA.
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