Developmental language disorder: Maternal stress level and behavioural difficulties of children with expressive and mixed receptive-expressive DLD

Rennecke, Lisa; Ronniger, Pola; Petermann, Franz; Melzer, Jessica

doi:10.1016/j.jcomdis.2019.03.006

Cited by 16 publications

(13 citation statements)

References 28 publications

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“…Contrary to what we expected, results showed that there were no significant differences between any of the ER scores for the two groups of parents. Despite the emotional burden found in mothers of children with language disorders compared to mothers of TD children in past studies such as Lisa et al (2019) and Ash et al (2020) , our data did not suggest more difficulties in ER abilities in parents of a child with DLD in comparison to a parent with a child with normal language abilities. More studies including parents with a child with DLD are needed to explore their ER and to be compared with our data.…”

Section: Discussioncontrasting

confidence: 96%

“…Recently, a study carried out by Ash et al (2020), interviewing mothers of children with language disorders, showed that mothers reported additional distress due to language problems, but they also had intense emotional experiences due to feeling responsible for, and guilty about, the language problems of their child, as a result they questioned themselves regarding their parenting skills, and also pointed out the distress surrounding the diagnostic processes and the academic future and social performance of their children. Moreover, higher levels of maternal stress had also been described (Lisa et al, 2019). Hence, motherhood of children with DLD is characterized by increasing depressive and anxiety symptomatology (Von Suchodoletz and Macharey, 2006).…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2021

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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.

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Section: Discussioncontrasting

confidence: 96%

Section: Introductionmentioning

confidence: 99%

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

et al. 2021

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“…However, it is noteworthy to mention that the opposite pattern can also be possible, and a poor involvement or an inattentive family could make the child's social development not optimal. In this sense, Lisa and colleagues [72] found that those children with DLD who had mothers with a high degree of maternal stress at home were more likely to be bullied at school. This is explained by the fact that these children had more trouble acquiring adequate social competencies.…”

Section: Discussionmentioning

confidence: 99%

Behavioral, Emotional and School Adjustment in Adolescents with and without Developmental Language Disorder (DLD) Is Related to Family Involvement

Valera-Pozo,

Adrover-Roig,

Pérez-Castelló

et al. 2020

IJERPH

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Developmental language disorder (DLD) refers to a language delay in the absence of other underlying causes. Individuals with DLD can also present other problems related to behavioral, scholarly, and emotional aspects of their daily lives because of their language difficulties. Moreover, these difficulties could be influenced by family and socioeconomic characteristics. Twenty-eight bilingual adolescents with and without DLD in typical schools were followed from childhood to adolescence. At age five, language and cognitive variables were assessed. In addition, language, behavior, emotional and school adjustment, and socioeconomic and family aspects were evaluated at age 12. Results reveal that adolescents with DLD show poorer school adjustment and less adaptive skills when evaluated by their tutors, and a larger index of emotional problems when self-assessed. Moreover, family involvement, but not socioeconomic status (SES), emerged as a protective factor since it was related to behavioral, emotional, and school adjustment, a result that was further confirmed by structural equation modeling. Therefore, a more global approach involving individuals, schools and families is needed to provide adolescents with DLD adequate support. It is important to stimulate their social skills and emotional adjustment so they can cope with social difficulties more easily, especially at school.

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“…Dil bozukluğu olan çocuk-ların psikiyatrik komorbiditelere yatkınlığı ve terapötik girişimlere uyumunu değerlendirmek açısından erken dönem ilişkilerinin incelenmesi gerektiği düşünülmüştür (15) . Gelişimsel dil bozukluğu tanısı alan çocukların akran zorbalığı ve ebeveyn stres faktörleri yönünden de değerlendirilmesi önerilmiştir (16) . Alıcı dilinde bozukluk olan çocukların temel sorununun zihin kuram becerilerinde olduğu, sosyal sorunlarının da erişkin hayatlarında devam ettiğini gösteren uzunlamasına bir çalışma yapılmıştır (17) .…”

Section: İstanbul üNiversitesi-cerrahpaşa Cerrahpaşa Tıp Fakültesi çOcuk Ve Ergen Psikiyatri Anabilim Dalıunclassified

Neurodevelopmental Speech and Language Disorders

Koyuncu¹,

Mercan²

2019

IKSST

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İletişim; kişiler arasında bilgi, duygu, düşünce aktarımını sağlayan sözlü ya da sözsüz davranışlardır. DSM-5'te iletişim bozuklukları olarak tanımlanan dil ve konuşma bozuklukları; sosyal ve psikolojik sorunlara yol açabilir, akademik güçlüklerin habercisi olabilir. Uygun zamanda terapötik müdahalelerin uygulanması etkili olabilse de bazı vakalarda sorun kalıcı olabilmektedir. Çocukluk çağının en sık görülen nörogelişimsel bozukluklarından olması, hem çocukluk dönemi hem de erişkin yaşam üzerine etkileri bulunması sebebiyle, bu çalışmada iletişim bozukluklarına dair yapılan araştırmaların gözden geçirilmesi amaçlanmıştır.

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Developmental language disorder: Maternal stress level and behavioural difficulties of children with expressive and mixed receptive-expressive DLD

Cited by 16 publications

References 28 publications

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

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

Behavioral, Emotional and School Adjustment in Adolescents with and without Developmental Language Disorder (DLD) Is Related to Family Involvement

Neurodevelopmental Speech and Language Disorders

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