scholarly journals Vocabulary Abilities and Parents’ Emotional Regulation Predict Emotional Regulation in School-Age Children but Not Adolescents With and Without Developmental Language Disorder

2021 ◽  
Vol 12 ◽  
Author(s):  
Mari Aguilera ◽  
Nadia Ahufinger ◽  
Núria Esteve-Gibert ◽  
Laura Ferinu ◽  
Llorenç Andreu ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Middle Childhood ◽  
Emotional Regulation ◽  
Language Disorder ◽  
Receptive Vocabulary ◽  
School Age Children ◽  
School Age ◽  
Developmental Language Disorder ◽  
Expressive Vocabulary ◽  
The Impact

A comprehensive approach, including social and emotional affectations, has been recently proposed as an important framework to understand Developmental Language Disorder (DLD). There is an increasing considerable interest in knowing how language and emotion are related, and as far as we know, the role of the emotional regulation (ER) of parents of children with and without DLD, and their impact on their children’s ER is still unknown. The main aims of this study are to advance our knowledge of ER in school-age children and adolescents with and without DLD, to analyze the predictive value of expressive and receptive vocabulary on ER in school-age children and adolescents, and to explore parental ER and their effect on their children’s and adolescents’ ER. To cover all objectives, we carried out three studies. In the first and second study, expressive and receptive vocabulary were assessed in wave 1, and ER (Emotional Regulation Checklist -ERC- for children and Emotion Regulation Scale -DERS- for adolescents) was assessed in wave 2, 4 years later. Participants in the first study consisted of two groups of school-aged children (13 had DLD and 20 were typically developing children -TD). Participants in the second study consisted of two groups of adolescents (16 had DLD and 16 were TD adolescents). In the third study, the ER of 65 of the parents of the children and adolescents from study 1 were assessed during wave 2 via self-reporting the DERS questionnaire. Results showed no significant differences in ER between DLD and TD groups neither in middle childhood nor in adolescence. Concerning vocabulary and ER, expressive language predicted ER in school-age children but not in adolescents. Finally, parental ER explained their school-age children’s ER, but this was not the case in adolescents. In conclusion, the present data indicated that expressive vocabulary has a fundamental role in ER, at least during primary school years, and adds new evidence of the impact of parents’ ER upon their children’s ER, encouraging educators and speech language pathologists to include parents’ assessments in holistic evaluations and interventions for children with language and ER difficulties.

scholarly journals Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review

2021 ◽  
Vol 11 (3) ◽  
pp. 407
Author(s):  
Sara Rinaldi ◽  
Maria Cristina Caselli ◽  
Valentina Cofelice ◽  
Simonetta D’Amico ◽  
Anna Giulia De Cagno ◽  
...  
Keyword(s):  
Language Disorder ◽  
Negative Impact ◽  
Receptive Vocabulary ◽  
Primary School Children ◽  
Control Group ◽  
Developmental Language Disorder ◽  
Expressive Vocabulary ◽  
Phonological Skills ◽  
Syntactic Skills ◽  
Positive Effect

Background. Language disorder is the most frequent developmental disorder in childhood and it has a significant negative impact on children’s development. The goal of the present review was to systematically analyze the effectiveness of interventions in children with developmental language disorder (DLD) from an evidence-based perspective. Methods. We considered systematic reviews, meta-analyses of randomized controlled trials (RCTs), control group cohort studies on any type of intervention aimed at improving children’s skills in the phono-articulatory, phonological, semantic-lexical, and morpho-syntactic fields in preschool and primary school children (up to eight years of age) that were diagnosed with DLD. We identified 27 full-length studies, 26 RCT and one review. Results. Early intensive intervention in three- and four-year-old children has a positive effect on phonological expressive and receptive skills and acquisitions are maintained in the medium term. Less evidence is available on the treatment of expressive vocabulary (and no evidence on receptive vocabulary). Intervention on morphological and syntactic skills has effective results on expressive (but not receptive) skills; however, a number of inconsistent results have also been reported. Only one study reports a positive effect of treatment on inferential narrative skills. Limited evidence is also available on the treatment of meta-phonological skills. More studies investigated the effectiveness of interventions on general language skills, which now appears as a promising area of investigation, even though results are not all consistent. Conclusions. The effectiveness of interventions over expressive and receptive phonological skills, morpho-syntactic skills, as well as inferential skills in narrative context underscores the importance that these trainings be implemented in children with DLD.

scholarly journals The Efficacy of an Explicit Intervention Approach to Improve Past Tense Marking for Early School-Age Children With Developmental Language Disorder

2020 ◽  
pp. 1-14
Author(s):  
Samuel D. Calder ◽  
Mary Claessen ◽  
Susan Ebbels ◽  
Suze Leitão
Keyword(s):  
Language Disorder ◽  
Control Measures ◽  
School Age Children ◽  
Past Tense ◽  
School Age ◽  
Developmental Language Disorder ◽  
Post Intervention ◽  
Standardized Measures ◽  
Early School ◽  
Early School Age

Purpose The aim of the study was to evaluate the efficacy of a theoretically motivated explicit intervention approach to improve regular past tense marking for early school-age children with developmental language disorder (DLD). Method Twenty-one children with DLD (ages 5;9–6;9 [years;months]) were included in a crossover randomized controlled trial (intervention, n = 10; waiting control, n = 11). Intervention included once-weekly sessions over 10 weeks using the SHAPE CODING system, in combination with a systematic cueing hierarchy to teach past tense marking. Once the first group completed intervention, the waiting control group crossed over to the intervention condition. The primary outcome was criterion-referenced measures of past tense marking with standardized measures of expressive and receptive grammar as the secondary outcome. Ancillary analyses on extension and behavioral control measures of morphosyntax were also conducted. Results There was a significant Time × Group interaction ( p < .001) with a significant difference in pre–post intervention improvement in favor of the intervention group ( p < .001, d = 3.03). Further analysis once both groups had received the intervention revealed no improvement for either group on past tense production during the 5-week pre-intervention period, significant improvement pre–post intervention ( p < . 001, d = 1.22), with gains maintained for 5 weeks postintervention. No significant differences were found on pre- to postintervention standardized measures of grammar, or on extension or control measures. Conclusions The efficacy of the theoretically motivated explicit grammar intervention was demonstrated. Results contribute to the evidence base supporting this intervention to improve past tense production in early school-age children with DLD, suggesting it is a viable option for clinicians to select when treating morphosyntactic difficulties for this population. Supplemental Material https://doi.org/10.23641/asha.13345202

scholarly journals Sensorimotor performance in school-age children with autism, developmental language disorder, or low IQ

2005 ◽  
Vol 48 (01) ◽  
pp. 33 ◽  
Author(s):  
David E Mandelbaum ◽  
Michael Stevens ◽  
Eric Rosenberg ◽  
Max Wiznitzer ◽  
Mitchell Steinschneider ◽  
...  
Keyword(s):  
Language Disorder ◽  
Children With Autism ◽  
School Age Children ◽  
School Age ◽  
Developmental Language Disorder ◽  
Low Iq ◽  
Sensorimotor Performance

scholarly journals 0915 Sleep Patterns and the Effect of Late Bedtime on School-Age Children and Adolescents: Preliminary Results

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A348-A348
Author(s):  
P Matsangas ◽  
S Gratsia ◽  
A Cocos ◽  
H Vastardis ◽  
N L Shattuck
Keyword(s):  
Children And Adolescents ◽  
Sleep Duration ◽  
Sleep Disturbances ◽  
Age Groups ◽  
School Age Children ◽  
School Age ◽  
Age Group ◽  
Sleep Patterns ◽  
Sleep Deficit ◽  
The Impact

Abstract Introduction School-age children (6-13yrs) and teenagers (14-17yrs) should receive 9-11hrs and 8-10hrs of sleep/day, respectively. Several studies have shown, however, that these age groups are chronically sleep deprived. Our study assessed the sleep patterns of a sample of children and teenagers in Athens, Greece. The study is part of a larger project investigating the association between orthodontic treatment and sleep disturbances. Methods Participants (N=27; 69% females; 21 school-age children 9-13yrs, 6 teenagers 14-17yrs) were under treatment in the Orthodontic Clinic of the National and Kapodistrian University. Sleep was assessed with actigraphy/logs for 59±19 days. Results Participants slept on average 7.36±0.42hrs/day. Nighttime sleep was on average 7.23±0.43hrs (percentage sleep: 87.3%±3.38%). Four (14.8%) participants napped at least once/week. Compared to the lowest sleep duration recommended for their age group, participants showed a chronic sleep deficit of 1.42±0.52hrs/day (range: 0.32-2.15hrs). The younger age group had an average sleep deficit of ~1.6hrs compared to ~0.8hrs for the teenagers (p=0.006). During the school year, daily sleep duration increased by ~0.73hrs on weekends (7.78±0.67hrs) compared to school nights (7.05±0.48hrs; p&lt;0.001). On average, school-age participants slept from 23:13 (±31min) until 7:19 (±22min) on school nights and from 23:23 (±2:72hrs) until 8:49 (±39min) on weekends. Teenagers slept from 00:34 (±36min) until 7:40 (±14min) on school nights and from 01:34 (±41min) until 10:34 (±48min) on weekends. Conclusion Our findings verify earlier survey results showing that restricted sleep is a problem for children and adolescents in Greece. To our surprise, both age groups go to bed quite late. The impact of late bedtime on sleep duration, however, is larger in the younger group due to their larger sleep needs. In contrast to earlier research in rural areas, napping was not common in our urban sample, probably due to extracurricular activities and studying at home. Support N/A

scholarly journals Hubungan Antara Parenting Stress Dengan Strategi Regulasi Emosi Orang Tua yang Memiliki Anak Usia Sekolah Dasar (Middle Childhood) di JABODETABEK

2020 ◽  
Vol 18 (02) ◽  
Author(s):  
Srifianti Lutfi
Keyword(s):  
Elementary School ◽  
Parenting Stress ◽  
Middle Childhood ◽  
Emotional Regulation ◽  
School Age Children ◽  
School Age ◽  
Expressive Suppression ◽  
Elementary School Age ◽  
Regulation Strategies ◽  
Measuring Tool

AbstractThe increasing number of violence against children, which in 2015 was reported to be 1,975 increased to 6,820 cases in 2016. This shows that the psychological condition of parents can influence how their behavior is in care and greatly influences the child's development. Parents who have children who are at a critical stage of development that is the age of elementary school (Middle Childhood) where at this age is the first experience of school in children and various demands for development tasks and school work begins. This will be a stressor for parents. If parents can not regulate the emotions they feel it will be associated with higher levels of parenting stress. The purpose of this study is to analyze how the relationship between parenting stress and emotional regulation strategies of parents who have elementary school age children in Jabodetabek. The population and sample in this study are parents who have Elementary School Age Children (Middle Childhood), amounting to 241 people. The measuring instrument used to measure Parenting Stress is a measuring tool developed by Berry and Jones (1995) with a total of 18 items and after being tested into 16 items with a reliability value of 0.87. While the measuring tool to measure the Emotion Regulation was developed by Gross and John (2003) with 10 items. And after testing the reliability value of 0.75 obtained for aspects of cognitive reappraisal. As for the Expressive Suppression aspect, it has a reliability value of 0.71. The research method used is a quantitative descriptive study with correlational methods, and the analytical test used is to use correlation analysis from Charles Spearman. The statistical test results obtained -0.200 with a significance level of 0.01 which means there is a negative relationship between parenting stress with emotional regulation strategies of parents who have elementary school age children (Middle Childhood) in JABODETABEK. Keywords: Parenting Stress, emotion regulation, middle childhood  AbstrakMeningkatnya angka kekerasan pada anak, yang pada tahun 2015 dilaporkan berjumlah 1.975 meningkat menjadi 6,820 kasus di tahun 2016. Hal ini menunjukkan kondisi psikologis orang tua dapat memengaruhi bagaimana perilakunya dalam pengasuhan dan sangat memengaruhi perkembangan anak. Orangtua yang memiliki anak yang berada pada tahapan perkembangan yang kritis yakni usia Sekolah Dasar (Middle Childhood) dimana pada usia ini merupakan pengalaman pertama sekolah pada anak dan berbagai tuntutan tugas perkembangan dan tugas sekolah dimulai.  Hal ini akan menjadi stressor bagi orang tua. Apabila orang tua tidak dapat mengatur emosi yang dirasakannya maka akan berkaitan dengan tingkat stres orang tua yang lebih tinggi. Tujuan dari penelitian ini yaitu menganalisis bagaimana hubungan  parenting  stress   dengan strategi regulasi emosi orang tua yang memiliki anak usia Sekolah Dasar (Middle Childhood) di kawasan JABODETABEK. Populasi dan sampel dalam penelitian ini adalah orang tua yang memiliki anak Usia Sekolah Dasar (Middle Childhood) yang berjumlah 241 orang. Alat ukur yang digunakan untuk mengukur Parenting Stress adalah alat ukur yang dikembangkan oleh Berry dan Jones (1995) dengan jumlah aitem adalah 18 aitem dan setelah diuji coba menjadi 16 item dengan nilai reliabilitas sebesar 0.87. Sedangkan alat ukur untuk mengukur Regulasi Emosi dikembangkan oleh Gross dan John (2003) dengan jumlah aitem sebanyak 10 aitem. Dan setelah diuji coba didapatkan  nilai reliabilitas sebesar 0,75 untuk aspek Cognitive Reappraissal. Sedangkan untuk aspek Expressive Suppression memiliki nilai reliabilitas 0,71. Metode penelitian yang dilakukan adalah studi deskriptif kuantitatif dengan metode korelasional, dan uji analisis yang digunakan adalah dengan menggunakan analisis korelasi dari Charles Spearman. Hasil uji statistik diperoleh hasil sebesar -0.200 dengan taraf signifikansi sebesar 0,01 yang berarti terdapat hubungan negatif antara parenting stress dengan strategi regulasi emosi orang tua yang memiliki anak usia Sekolah Dasar (Middle Childhood) di JABODETABEK. Kata kunci : Parenting Stress, regulasi emosi, middle childhood

scholarly journals Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder

2021 ◽  
Vol 11 (5) ◽  
pp. 604
Author(s):  
Asimina M. Ralli ◽  
Elisavet Chrysochoou ◽  
Petros Roussos ◽  
Kleopatra Diakogiorgi ◽  
Panagiota Dimitropoulou ◽  
...  
Keyword(s):  
Working Memory ◽  
Verbal Fluency ◽  
Language Disorder ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Verbal Intelligence ◽  
Developmental Language Disorder ◽  
English Speaking ◽  
Digit Recall

Developmental Language Disorder (DLD) is often associated with impairments in working memory (WM), executive functions (EF), and verbal fluency. Moreover, increasing evidence shows poorer performance of children with DLD on non-verbal intelligence tests relative to their typically developing (TD) peers. Yet, the degree and generality of relevant difficulties remain unclear. The present study aimed at investigating WM capacity, key EFs and verbal fluency in relation to non-verbal intelligence in Greek-speaking school-age children with DLD, compared to TD peers (8–9 years). To our knowledge, the present study is the first to attempt a systematic relevant assessment with Greek-speaking school-age children, complementing previous studies mostly involving English-speaking participants. The results showed that children with DLD scored lower than TD peers on the non-verbal intelligence measure. Groups did not differ in the inhibition measures obtained (tapping resistance to either distractor or proactive interference), but children with DLD were outperformed by TD peers in the WM capacity, updating, monitoring (mixing cost), and verbal fluency (phonological and semantic) measures. The effects showed limited (in the case of backward digit recall) or no dependence on non-verbal intelligence. Findings are discussed in terms of their theoretical and practical implications as well as in relation to future lines of research.

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