Topic #5: The effects of language disorders/impairments on children
Study #1 – Skreitule-Pikše, Inga, et al. “Social Problems of Children with Language Impairment: Associations with Other Behavioral Problems, Adaptive Behavior, and Intellect.” Baltic Journal of Psychology, vol. 15, no. 1/2, Nov. 2014, pp. 73-86.
The purpose of this study is to observe and examine the links between social problems,s other behavioral problems, adaptive behavior, and intelligence for children that have a language impairment in home and school settings. This study was conducted with 32 children with language impairment between the ages of 8-13 years, in addition to 1 parent and 1 teacher of each child. Using a Child Behavior Checklist, parents were able to report behavior problems while teachers used a Teacher Report Form to do the same. Each child’s adaptive functioning was evaluated using the Adaptive Behavior Assessment System-II, using the forms from the parents and teachers, and each were given the Wechsler Intelligence Scale for Children-Fourth Edition. It was found that teachers reported higher levels of anxiety/depression and attention problem ratings as well as lower ratings of adaptive behavior than parents. Both reports were addressed negative associations with various adaptive behavior skills and positive associations with various behavioral issues and processing speed scores. It was concluded that there are differences in the child behavior ratings of parents and teachers. Due to children having to deal with more difficult tasks in schools than at home, it was also concluded that this was the reason behind the results of the study.
Study #2 – Van Daal, John, et al. “Behaviour Problems in Children with Language Impairment.” Journal of Child Psychology ; Psychiatry, vol. 48, no. 11, Nov. 2007, pp. 1139-1147.
The purpose of this study is to examine the relations between different types of language impairments and specific behavior issues in children while also paying attention to the implications to identify the focus for early intervention. The study examined 71 five-year-old children with language impairment and assessed their language abilities with the administration of language tests. Their behavior profile was analyzed through the administration of the Child Behavior Checklist. The results showed that with factor analyses, there was a presence of four language factors: speech, syntax, semantics, and phonology. 40% of the participants showed serious behavior issues, of which the most common were: withdrawn behavior, somatic complaints, thought issues and aggressive behavior. It was concluded that phonological issues showed various relations to problem behavior and that semantic language problems were related to internalizing behavior problems. It was also concluded that there is a need for specific therapies for both different types of language issues and for different types of behavior problems.
Study #3 – van den Bedem, Neeltje P., et al. “Victimization, Bullying, and Emotional Competence: Longitudinal Associations in (Pre)Adolescents with and without Developmental Language Disorder.” Journal of Speech, Language ; Hearing Research, vol. 61, no. 8, Aug. 2018, pp. 2028-2044.
The purpose of this study is to examine the extent to which levels and development of emotional competence contribute to the prediction of victimization and bullying in children with and without developmental language disorder, in reference to the type and severity of communication issues of children with this disorder. This was a longitudinal study which included children of 8-16 years with and without being diagnosed with developmental language disorder. The participants completed self-reports 3 times over a period of 18 months, with the parents of children diagnosed with the disorder reporting their children’s communication problems. The results showed that the children with the disorder reported more victimization and comparable levels of bullying behavior in comparison to children without the disorder. Risk factors for victimization included higher levels of sadness and fear while a higher emotional competence exhibited less victimization in children with the disorder. It was also found that increased levels of anger and lower levels of emotional competence explained more bullying in both groups. It was concluded that secondary difficulties in emotional competence in children with the disorder leads to these children being more vulnerable to victimization and to need specific support and interventions.