Emotion Regulation in Children With Specific Language Impairment

Fujiki, Martin; Brinton, Bonnie; Clarke, Diane L.

doi:10.1044/0161-1461(2002/008)

Cited by 164 publications

(138 citation statements)

References 26 publications

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“…In another study, the children with specific speech impairment are reported to have worse emotion regulation skills than those without. In addition, emotion regulation problems were found to be higher in girls than in boys 18 .…”

Section: Introductionmentioning

confidence: 96%

Investigation of distinctive characteristics of children with specific learning disorder and borderline intellectual functioning

Kara

Almbaideen²,

Cöngöloğlu

2018

Arch. Clin. Psychiatry (São Paulo)

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Background: Borderline intelligence function (BIF) and specific learning disorder (SLD) are common diagnoses in children who are brought up for learning problems and school failure. Objective: The aim of our study was to determine whether there were distinctive aspects of cognitive testing routinely used in evaluating SLD and BIF and investigate emotion regulation skills and minor neurologic symptoms. Method: Sixty children (30 SLD and 30 BIF) who are currently attending primary school are selected for study. Visual Aural Digit Span Test -Form B, Gessel Figure Drawing Test, Bender Gestalt Visual Motor Perception Test, WISC-R, Emotion Regulation Scale (ERS) and Neurological Evaluation Scale (NES) was administered. Results: There was no statistically significant difference between groups in cognitive tests. The emotional regulation ability measured by the emotional regulation subscale was better in the SLD group than the BIF group (p = 0.014). In the NES, sensory integration (p = 0.008), motor coordination (p = 0.047) and other (p < 0.001) subscales showed higher scores in the BIF group. Discussion: It has been shown that cognitive tests don't have distinguishing features in the evaluation of SLD and BIF. Emotion regulation subscale score of ERS and sensory integration, motor coordination, and total scores of NES can be used in both discrimination of groups.

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Section: Introductionmentioning

confidence: 96%

Investigation of distinctive characteristics of children with specific learning disorder and borderline intellectual functioning

Kara

Almbaideen²,

Cöngöloğlu

2018

Arch. Clin. Psychiatry (São Paulo)

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“…The exemplary work of the National Research Council's (2005) series How Students Learn summarizes research across disciplines to emphasize how specific teaching strategies can enhance young children's learning (Bransford, Brown, & Cocking, 1999). The theoretical foundation for the conceptualization of instructional supports in the CLASS framework comes primarily from research on children's cognitive and language development (e.g., Carver & Klahr, 2001;Catts, Fey, Zhang, & Tomblin, 2001;Fujiki, Brinton, & Clarke, 2002;Romberg, Carpenter, & Dremock, 2005;Taylor, Pearson, Peterson, & Rodriguez, 2003;Vygotsky, 1991;Wharton-McDonald et al, 1998). A student's cognitive and language development is contingent on the opportunities adults provide to express existing skills and scaffold more complex ones (Davis & Miyake, 2004;Skibbe, Behnke, & Justice, 2004;Vygotsky, 1991).…”

Section: Instructional Supportsmentioning

confidence: 99%

Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

Pianta

Hamre

2009

Educational Researcher

1,049

670

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The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers. Teachers' behavioral interactions with students can be (a) assessed observationally using standardized protocols, (b) analyzed systematically with regard to sources of error, (c) validated for predicting student learning, and (d) changed (improved) as a function of specific and aligned supports provided to teachers; exposure to such supports is predictive of greater student learning gains. These methods have considerable promise; along with measurement challenges, some of which pertain to psychometrics, efficiency, and costs, they merit attention, rigorous study, and substantial research investments.

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“…Finalmente, y siempre en la misma línea argumental, nos encontramos con la propuesta . Los enfoques situados en el medio del continuo incorporan una serie de procedimientos híbridos ya que recurren a técnicas conductistas pero aplicadas en situaciones de discurso conversacional (por ejemplo, la terapia basada en scripts; el uso de la conversación o de la narración para conseguir objetivos lingüísticos 49,50 ). En cualquier caso, hay pocos datos empíricos que hablen de la efectividad y de la eficacia en la intervención global en los TEL y sus implicaciones para su desarrollo emocional, académico y social Sin embargo, a veces la intervención con todo el alumnado dentro del aula no es suficiente para cubrir las necesidades de los TEL 59,60 .…”

Section: La Intervención En Los Telunclassified

Algunos retos y propuestas en la conceptualización, evaluación e intervención del Trastorno Específico del Lenguaje (TEL)

Acosta

2012

Revista Chilena De Fonoaudiología

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Algunos retos y propuestas en la conceptualización, evaluación e intervención del Trastorno Específico del Lenguaje (TEL)Some challenges and proposals in the conceptualization, assessment and intervention of Specific Language Impairment (SLI) RESUMEN El presente trabajo tiene como objetivo principal reflexionar sobre algunos tópicos actuales en torno al Trastorno Específico del Lenguaje (TEL), fruto de nuestro trabajo investigador de los últimos años y de los nuevos retos que hemos afrontado. En primer lugar, se revisan aquellos aspectos cruciales en la conceptualización de este trastorno. En segundo lugar, se analiza la problemática alrededor de su evaluación y se hacen propuestas de instrumentos a utilizar para una identificación temprana. Finalmente, se sugiere un modelo de trabajo basado en diferentes niveles de intervención, en la colaboración profesional y en la combinación de procedimientos y estrategias.Palabras claves: trastorno específico del lenguaje, evaluación, intervención. ABSTRACTThe main objective of this paper is to reflect on some current issues about the Specific Language Impairment (SLI), as a result of our research work carried out lately and the new challenges we have faced up to. Firstly, we go through the key aspects in the conceptualization of this impairment. Secondly, we analyze the problems associated with assessment and we proposed some instruments to be used for early identification. Finally, we suggest a working approach based on different levels of intervention, on professional collaboration and on the combination of procedures and strategies.

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Emotion Regulation in Children With Specific Language Impairment

Abstract: Emotion regulation warrants further research to determine if it is associated with specific social outcomes in children with SLI.

Cited by 164 publications

References 26 publications

Investigation of distinctive characteristics of children with specific learning disorder and borderline intellectual functioning

Investigation of distinctive characteristics of children with specific learning disorder and borderline intellectual functioning

Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

Algunos retos y propuestas en la conceptualización, evaluación e intervención del Trastorno Específico del Lenguaje (TEL)

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