scholarly journals Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents

2021 ◽  
Vol 18 (3) ◽  
pp. 1221
Author(s):  
Claire L. Forrest ◽  
Jenny L. Gibson ◽  
Michelle C. St Clair
Keyword(s):  
Social Functioning ◽  
Language Disorder ◽  
Emotional Problems ◽  
Initial Study ◽  
Parent Report ◽  
Developmental Language Disorder ◽  
Cross Sectional ◽  
Peer Problems ◽  
Social Mediation ◽  
Emotional Outcomes

Adolescents with Developmental Language Disorder (DLD) are at risk for increased feelings of anxiety and depression compared to their typically developing (TD) peers. However, the underlying pathways involved in this relationship are unclear. In this initial study of the ‘social mediation hypothesis’, we examine social functioning as a mediator of emotional problems in a cross-sectional sample of adolescents with DLD and age- and sex-matched controls. Preliminary data from twenty-six participants with DLD and 27 participants with typical language development (TLD, 11–17 years) were compared on self- and parent-reported measures of social functioning and emotional outcomes. There was little evidence of group differences in self-reported social functioning and emotional outcomes, but parent-report of SDQ Peer Problems and Emotional Problems in the DLD group was significantly higher than in the TLD group. Parent-reported peer problems mediated parent-reported emotional problems, accounting for 69% of the relationship between DLD status and emotional problems. Parents of adolescents with DLD, but not adolescents themselves, report significantly higher peer and emotional problems compared to TLD peers. The hypotheses generated from these novel data suggest further investigation into adolescents’ perceptions of socioemotional difficulties and friendships should be examined.

scholarly journals A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study

2018 ◽  
Vol 3 ◽  
pp. 239694151879539 ◽  
Author(s):  
Claire L Forrest ◽  
Jenny L Gibson ◽  
Sarah L Halligan ◽  
Michelle C St Clair
Keyword(s):  
Cohort Study ◽  
Language Disorder ◽  
Emotional Problems ◽  
Mediating Effect ◽  
Emotional Difficulties ◽  
Millennium Cohort Study ◽  
Developmental Language Disorder ◽  
Peer Problems ◽  
Language Difficulties ◽  
The Relationship

Background and aim Individuals with developmental language disorder have been found to exhibit increased emotional difficulties compared to their typically developed peers. However, the underlying pathways involved in this relationship are unclear. It may be that poor language leads to social exclusion, resulting in feelings of frustration and isolation. Additionally, previous research has focused on clinical samples or early childhood in population cohorts. Therefore, the current paper examines the mediating effect of childhood peer problems on poor emotional outcomes in adolescence using a population cohort. Methods Data from the Millennium Cohort Study were analysed at ages 5, 7 and 14. The risk of developmental language disorder group (children considered at risk of developing developmental language disorder based on parental report of difficulties or a score −1.5 standard deviation on Naming Vocabulary subtest at age 5) was compared to a general population group. A Sobel–Goodman test was used to examine the mediating effect of teacher-reported peer problems at age 7 on the association between language difficulties at age 5 and parent-reported emotional problems at age 7 and 14. Results Peer problems at age 7 accounted for approximately 14% of the effect of language difficulties at age 5 on emotional problems at age 7, and approximately 17% of the effect of language difficulties at age 5 on emotional problems at age 14. Conclusions This paper supports previous findings that children and adolescents with language difficulties are at increased risk for social and emotional problems as reported by their parents and teachers. Furthermore, the findings show that peer problems partially mediate the relationship between language difficulties and emotional problems, suggesting that better relationships with peers may offer some protection against poor mental health outcomes in adolescents at risk of developmental language disorder. Implications This paper adds to the literature that investigates the mechanisms involved in the relationship between developmental language disorder and increased emotional problems. Practitioners wishing to reduce risk of emotional difficulties in children with developmental language disorder may wish to reflect on what they can do to support a child to develop positive peer relationships.

scholarly journals The Association between Parent and Child-Report Measures of Alexithymia in Children with and without Developmental Language Disorder

2021 ◽  
Vol 18 (16) ◽  
pp. 8309
Author(s):  
Hannah Hobson ◽  
Neeltje P. van den Bedem
Keyword(s):  
Language Disorder ◽  
Parent Report ◽  
Learning Opportunities ◽  
Pragmatic Language ◽  
Developmental Language Disorder ◽  
Language Abilities ◽  
Child Report ◽  
Child Reports ◽  
Expression Of Emotion ◽  
Communicative Abilities

Accurate measures of alexithymia, an inability to recognise and describe one’s own emotions, that are suitable for children are crucial for research into alexithymia’s development. However, previous research suggests that parent versus child reports of alexithymia do not correlate. Potentially, children may report on the awareness of their emotions, whereas parent-report measures may reflect children’s verbal expression of emotion, which may be confounded by children’s communicative abilities, especially in conditions such as Developmental Language Disorder (DLD). Given theoretical arguments that alexithymia may develop due to language impairments, further research into alexithymia in DLD is also needed. This project examined parent and child report measures of alexithymia in children with DLD (n = 106) and without DLD (n = 183), and their association to children’s communication skills. Parent and child reports were not significantly correlated in either group, and children with DLD had higher alexithymia scores on the parent-report measure only. Thus, parent and child measures of alexithymia likely reflect different constructs. Pragmatic language problems related to more parent-reported alexithymia, over and above group membership. Structural language abilities were unrelated to alexithymia. We suggest decreased social learning opportunities, rather than a language measure artefact, underlie increased alexithymic difficulties in DLD.

Anger and Attention Problems as Mechanisms Linking Maltreatment Subtypes and Witnessed Violence to Social Functioning Among Children in Out-of-Home Care

2021 ◽  
pp. 107755952110389
Author(s):  
John L. Cooley ◽  
Heather N. Taussig
Keyword(s):  
Home Care ◽  
Aggressive Behavior ◽  
Social Functioning ◽  
Child Protection ◽  
Structural Equation ◽  
Attention Problems ◽  
Cross Sectional ◽  
Peer Problems ◽  
Out Of Home Care ◽  
Physical Neglect

Research has consistently shown that child maltreatment and witnessed violence lead to disrupted patterns of social functioning, yet the mechanisms underlying these pathways remain unclear. This cross-sectional study evaluated whether anger and/or attention problems mediated the links from abuse, neglect, and witnessed violence to peer problems and aggressive behavior. Participants included a diverse sample of 470 children (ages 8–11; 52.1% boys) living in out-of-home care. Subtype and severity of maltreatment exposure were coded using Child Protection Services’ intake reports and court records. Witnessed violence and anger were assessed using child-reports, and caregivers provided ratings of attention problems and social functioning. Indirect effects were tested using a series of structural equation path analysis models. Results indicated that anger fully mediated the links from witnessed violence to both peer problems and aggressive behavior. Further, attention problems fully mediated the links from physical abuse and physical neglect to both peer problems and aggressive behavior. These findings highlight the need for interventions to target anger regulation and attentional control among children in out-of-home care in order to mitigate their risk for social maladjustment.

scholarly journals Psychological Impact of a Peer-Led Life Skills-Based Intervention for HIV-Infected Adolescents

2021 ◽  
Author(s):  
Uttara Chari ◽  
Chitra Dinakar ◽  
Nancy Angeline
Keyword(s):  
Self Efficacy ◽  
Life Skills ◽  
Psychological Impact ◽  
Emotional Problems ◽  
Hiv Disclosure ◽  
Post Intervention ◽  
Cross Sectional ◽  
Peer Problems ◽  
Living With Hiv ◽  
Social Behaviours

Abstract Background: Peers are salient in an adolescent’s life, influencing attitudes and behaviours. This study examines the psychological impact of a peer-led life skills-based intervention for HIV-infected adolescents. We examined trends in change, following a peer-led life skills-based intervention for HIV-infected adolescents, on (i) emotional and behavioural problems and pro-social behaviours, and (ii) coping self-efficacy.Methods: This study is a pre and post intervention cross-sectional study done among 33 HIV-infected adolescents (14 boys and 19 girls) between 12 to 18 years of age from a semi-urban community. Peer-led life skills-based intervention encompassed aspects of HIV-infection including adolescent health, living with HIV, disclosure of HIV status, treatment adherence, substance use, and reproductive health. Life skills comprised of self-awareness, empathy, problem solving, decision making, effective communication, coping with stress, and interpersonal relationships in the context of living with HIV. Outcome measures were (i) Strengths and Difficulties Questionnaire (SDQ), and (ii) Coping Self-Efficacy Scale (CSES).Results: The mean age of sample was 16 years (15.61 ± 1.78). On SDQ, there was significant increase in peer problems (Z = -2.75, p = 0.01) and decrease in pro-social behaviours (Z=-3.76, p = 0.00). Trends suggested decrease in emotional problems (Z = -1.31, p = 0.19). On CSES, there was significant decrease in coping self-efficacy (Z = -2.96, p = 0.00).Conclusions: Peer-led life skills-based intervention for HIV-infected adolescents increased peer problems; decreased pro-social behaviours, coping self-efficacy, and emotional problems.

scholarly journals Identifying Developmental Language Disorder in Vietnamese Children

2019 ◽  
Vol 62 (5) ◽  
pp. 1452-1467 ◽  
Author(s):  
Giang T. Pham ◽  
Sonja Pruitt-Lord ◽  
Catherine E. Snow ◽  
Yen Hoang Thi Nguyen ◽  
Ben Phạm ◽  
...  
Keyword(s):  
Language Disorder ◽  
Risk Groups ◽  
Parent Report ◽  
Developmental Language Disorder ◽  
Clinical Markers ◽  
Expressive Vocabulary ◽  
Language Performance ◽  
Language Sampling ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose Developmental language disorder (DLD), defined by low language performance despite otherwise normal development, can negatively impact children's social and academic outcomes. This study is the 1st to examine DLD in Vietnamese. To lay the foundation, we identified cases of DLD in Vietnam and explored language-specific characteristics of the disorder. Method Teacher ratings of 1,250 kindergarteners living in Hanoi, Vietnam, were used to recruit children with and without risk for DLD. One hundred four children completed direct measures of vocabulary and language sampling, and their parents completed in-depth surveys. We examined convergence and divergence across tasks to identify measures that could serve as reliable indicators of risk. Then, we compared performance on direct language measures across ability levels. Results There were positive associations between teacher and parent report and between report and direct language measures. Three groups were identified based on convergence across measures: DLD, some risk for DLD, and no risk. The DLD group performed lowest on measures of receptive and expressive vocabulary, mean length of utterance, and grammaticality. Although children with DLD exhibited a greater number of errors, the types of errors found were similar across DLD and No Risk groups. Conclusions Similar to rates found globally, 7% of the kindergarten population in Vietnam exhibited risk for DLD. Results highlight the importance of parent and teacher report and the value of multiple measures to identify DLD. We discuss potential clinical markers for DLD in the Vietnamese language and outline future directions.

scholarly journals Short-Term Memory for Serial Order Moderates Aspects of Language Acquisition in Children With Developmental Language Disorder: Findings From the HelSLI Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Pekka Lahti-Nuuttila ◽  
Elisabet Service ◽  
Sini Smolander ◽  
Sari Kunnari ◽  
Eva Arkkila ◽  
...  
Keyword(s):  
Language Acquisition ◽  
Short Term Memory ◽  
Language Disorder ◽  
Serial Order ◽  
Receptive Language ◽  
General Mechanism ◽  
Developmental Language Disorder ◽  
Short Term ◽  
Cross Sectional ◽  
Term Memory

Previous studies of verbal short-term memory (STM) indicate that STM for serial order may be linked to language development and developmental language disorder (DLD). To clarify whether a domain-general mechanism is impaired in DLD, we studied the relations between age, non-verbal serial STM, and language competence (expressive language, receptive language, and language reasoning). We hypothesized that non-verbal serial STM differences between groups of children with DLD and typically developing (TD) children are linked to their language acquisition differences. Fifty-one children with DLD and sixty-six TD children participated as part of the HelSLI project in this cross-sectional study. The children were 4–6-year-old monolingual native Finnish speakers. They completed several tests of language and cognitive functioning, as well as new game-like tests of visual and auditory non-verbal serial STM. We used regression analyses to examine how serial STM moderates the effect of age on language. A non-verbal composite measure of serial visual and auditory STM moderated cross-sectional development of receptive language in the children with DLD. This moderation was not observed in the TD children. However, we found more rapid cross-sectional development of non-verbal serial STM in the TD children than in the children with DLD. The results suggest that children with DLD may be more likely to have compromised general serial STM processing and that superior non-verbal serial STM may be associated with better language acquisition in children with DLD.

Psychosocial Adjustments Among Adolescents With Craniofacial Conditions and the Influence of Social Factors: A Multi-Informant Study

2019 ◽  
Vol 57 (5) ◽  
pp. 624-636
Author(s):  
Rany M. Bous ◽  
Rebecca A. Hazen ◽  
Irene Baus ◽  
J. Martin Palomo ◽  
Anand Kumar ◽  
...  
Keyword(s):  
Social Factors ◽  
Cleft Lip ◽  
Well Being ◽  
Parent Report ◽  
Self Report ◽  
Survey Study ◽  
Good Friend ◽  
Cross Sectional ◽  
Peer Problems ◽  
Craniofacial Anomaly

Background: Previous studies have investigated psychosocial adjustments among adolescents with cleft lip and/or palate (CL/P), but our understanding of other craniofacial conditions remains limited. The objective of this study is to compare psychosocial adjustments among 3 groups of adolescents: craniofacial conditions other than cleft lip and/or palate (craniofacial anomaly [CFA]), CL/P, and controls (CON). Our secondary objective is to examine how social factors may predict the adjustments levels. Design: Cross-sectional, multi-informant, controlled survey study. Participants: Aged 11- to 17-year olds. Craniofacial anomaly (n = 49), isolated CL/P (n = 42), and 55 CON. Total = 146. Outcome Measures: The Strengths and Difficulties Questionnaire (self-report, parent report, and teacher report). Results: All 3 informant groups displayed similar patterns, where CFA reported the highest difficulties, followed by CL/P, while CON scored the lowest. Parent reports demonstrated significant differences among the 3 groups for most subscales and were emphasized for peer problems. Self-reports showed significant differences between CFA and CON for total scores and peer problems, while teacher reports showed significant differences for peer problems only. Craniofacial anomaly displayed the highest frequency of abnormal psychosocial adjustments, followed by CL/P. Experiencing bullying or teasing predicted increased difficulties, while having a good friend predicted decreased difficulties. Conclusions: Adolescents with CFA, and to a lesser extent CL/P, may be at a higher risk of having psychosocial problems. Peer problems may constitute the biggest challenge that CFA and CL/P confront. Social factors, especially being bullied or having a good friend, may predict the psychosocial well-being of adolescents with craniofacial conditions.

Nonword Repetition Skills in Gulf Arabic–Speaking Children With Developmental Language Disorder

2020 ◽  
Vol 63 (11) ◽  
pp. 3700-3713
Author(s):  
Saleh Shaalan
Keyword(s):  
Phonological Processing ◽  
Language Disorder ◽  
Nonword Repetition ◽  
School Age Children ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Gulf Arabic ◽  
Arabic Speaking ◽  
Phonological Complexity

Purpose This study examined the performance of Gulf Arabic–speaking children with developmental language disorder (DLD) on a Gulf Arabic nonword repetition (GA-NWR) test and compared it to their age- and language-matched groups. We also investigated the role of syllable length, wordlikeness, and phonological complexity in light of NWR theories. Method A new GA-NWR test was conducted with three groups of Gulf Arabic–speaking children: school-age children with DLD, language-matched controls (LCs), and age-matched controls (ACs). The test consisted of two- and three-syllable words that either had no clusters, medial clusters, final clusters, or medial + final clusters. Results The GA-NWR distinguished between the performance of children with DLD and the LC and AC groups. Results showed significant syllable length, wordlikeness, and phonological complexity effects. Differences between the DLD and typically developing groups were seen in two- and three-syllable nonwords; however, when compared on nonwords with no clusters, children with DLD were not significantly different from the LC group. Conclusions The GA-NWR test differentiated between children with DLD and their ACs and LCs. Findings, therefore, support its clinical utility in this variety of Arabic. Results showed that phonological processing factors, such as phonological complexity, may have stronger effects when compared to syllable length effects. Supplemental Material https://doi.org/10.23641/asha.12996812

Sign in / Sign up

Export Citation Format

Share Document