Behaviour in Children with Language Development Disorders

Willinger, Ulrike; Brunner, Esther; Diendorfer-Radner, Gabriele; Sams, Judith; Sirsch, Ulrike; Eisenwort, Brigitte

doi:10.1177/070674370304800907

Cited by 62 publications

(43 citation statements)

References 39 publications

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“…We found that, similar to international studies, Brazilian children with SLI had more behavior problems and showed less social competence than the general population (Macharey and von Suchodoletz 2008;St Clair et al 2011;Van Agt et al 2011;van Daal et al 2007). The percentage of children in this sample classified as "at risk of" total behavior problems (50 %) was higher than rates reported in previous studies with younger children (van Daal et al 2007;Willinger et al 2003), but lower than those from German language-impaired children from the same age range (Noterdaeme and Amorosa 1999). Behavior problems included both internalizing and externalizing difficulties, but were more evident for the former.…”

Section: Discussionsupporting

confidence: 82%

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Behavior problems and social competence in Brazilian children with specific language impairment

Puglisi

Cáceres-Assenço

Nogueira

et al. 2016

Psicol. Refl. Crít.

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This study aimed to investigate the behavior and social profile of Brazilian children with specific language impairment (SLI) and explore whether the severity of language deficits was associated with behavioral problems and low social competence. Twenty-four children with SLI aged from 6 to 11 years who showed substantial expressive language problems and were receiving speech-language therapy were assessed through the Child Behavior Checklist (CBCL). Children with SLI showed high rates of behavioral problems and low levels of social competence. With the exception of two subscales ("somatic" and "rule breaker"), the percentage of children with SLI at risk of behavioral problems was significantly higher than the same proportion in the general population; and almost all children with SLI (95.2 %) demonstrated problems with social competence. The severity of language deficits was associated with the risk of behavioral problems according to only one criterion. No associations were found between the severity of language problems and social competence. The study provides cross-cultural evidence to support the existence of behavior problems and reduced social competence in children with SLI. Our findings point to the need of using a combination of measures to classify the severity of language problems rather than a single dimension.

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Section: Discussionsupporting

confidence: 82%

“…However, because no consensus has been reached on the prevalence of behavioral and social problems among children with SLI, we did not raise specific predictions, but rather expected to find a percentage ranging from approximately 40 % (Beitchman et al 1986;Willinger et al 2003;van Daal et al 2007) to 80 % (Noterdaeme and Amorosa 1999).…”

Section: Introductionmentioning

confidence: 85%

Behavior problems and social competence in Brazilian children with specific language impairment

Puglisi

Cáceres-Assenço

Nogueira

et al. 2016

Psicol. Refl. Crít.

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“…Campbell et al (2003) are more specific when suggesting that if 75 per cent or less of what a child is trying to express can be understood that would be indicative of a language difficulty. This is a thought-provoking statement as it is not clear how the child is trying to express; many children use gestures, facial expressions and body language to make their wants and needs clear, however, and are unable to verbally make their wants and needs clear (Iverson et al 1994;GoldinMeadow 2000;Bates and Dick 2002;Palaiologou, 2010 (Campbell et al 2003;Willinger et al 2003;Hauner et al, 2005).…”

Section: The Complexities Of Identifying Language Difficultiesmentioning

confidence: 99%

Early years foundation stage progress check at the age of two for early intervention in relation to speech and language difficulties in England: the voices of the team around the child

Nicholson

Palaiologou²

2016

Early Child Development and Care

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“…As indicated by Bishop & Edmundson (1987), the longer these disorders persist, the greater the possibility of continued difficulty in these and related areas. For example, studies have demonstrated that children with these disorders have a greater possibility of reading difficulty (Schuele, 2004), mental health issues (e.g., depression, anxiety; Beitchman et al, 2001;Conti-Ramsden, & Botting, 2008;Sundheim & Voeller, 2004), and behavioral problems (Beitchman et al, 2001;Willinger et al, 2003) when compared to children without a history of language disorders. These challenges in turn lead to difficulties with school (Schuele, 2004) and in social relationships, especially bullying or exclusion by peers (Hughes, 2014;Snowling, Bishop, Stothard, Chipchase, & Kaplan, 2006).…”

Section: Introductionmentioning

confidence: 99%

Shortened Version of the Token Test: Normative data for Spanish-speaking pediatric population

Olabarrieta‐Landa

Rivera

Rodríguez-Lorenzana

et al. 2017

NRE

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Abstract. OBJECTIVE:To generate normative data for the Shortened Version of the Token Test in Spanish-speaking pediatric populations. METHOD:The sample consisted of 4,373 healthy children from nine countries in Latin America (Chile, Cuba, Ecuador, Guatemala, Honduras, Mexico, Paraguay, Peru, and Puerto Rico) and Spain. Each participant was administered the Shortened Version of the Token Test as part of a larger neuropsychological battery. Shortened Version of the Token Test total scores were normed using multiple linear regressions and standard deviations of residual values. Age, age 2 , sex, and mean level of parental education (MLPE) were included as predictors in the analyses. L. Olabarrieta-Landa et al. / Shortened Version of the Token Test RESULTS:The final multiple linear regression models showed main effects for age in all countries, such that score increased linearly as a function of age. In addition, age 2 had a significant effect in all countries, except Guatemala and Puerto Rico. Models showed that children whose parent(s) had a MLPE >12 years obtained higher score compared to children whose parent(s) had a MLPE ≤12 years in Ecuador, Guatemala, Honduras, Mexico, Paraguay, Peru, Puerto Rico, and Spain. The child's sex did not have an effect in the Shortened Version of the Token Test total score for any of the countries. CONCLUSIONS: This is the largest Spanish-speaking pediatric normative study in the world, and it will allow neuropsychologists from these countries to have a more accurate interpretation of the Shortened Version of the Token Test when used in pediatric populations.

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Behaviour in Children with Language Development Disorders

Cited by 62 publications

References 39 publications

Behavior problems and social competence in Brazilian children with specific language impairment

Behavior problems and social competence in Brazilian children with specific language impairment

Early years foundation stage progress check at the age of two for early intervention in relation to speech and language difficulties in England: the voices of the team around the child

Shortened Version of the Token Test: Normative data for Spanish-speaking pediatric population

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