Internalizing Behavioral Problems in Children with Specific Language Impairment

Hassan, S; Hegazi, Mona; Ghandour, Hassan H.; Abdelrazek, G; Elrefaie, Dina Ahmed

doi:10.1093/qjmed/hcaa047.004

Cited by 3 publications

(3 citation statements)

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“…This study highlights social anxiety and separation anxiety as speci c targets for intervention; also characteristic of typically developing children of this age, though at lower rates (100). Most other literature has focussed on 'emotional di culties' (10,11,101) or, more recently, 'internalising symptoms' (e.g. 100), negating the distinct contributing factors to different symptoms.…”

Section: Discussionmentioning

confidence: 81%

Understanding the prevalence and manifestation of the anxiety and social difficulties experienced by children with Developmental Language Disorder.

Burnley

Clair

Bedford

et al. 2023

Preprint

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Background It is well-documented that children with Developmental Language Disorder (DLD) experience socio-emotional difficulties. Despite this, there is little consensus as to how these difficulties manifest. This study aims to understand their prevalence, and inform intervention development by understanding the relationships between them. Methods A mixed-methods, case-control study was conducted. First, an online survey was completed by 107 parents of either children with DLD (‘DLD sample’; n = 57), or typically developing children (‘typical sample’; n = 50), aged 6–12 years old. The online survey comprised of standardised psychosocial measures, binary psychosocial statements (generated from previous qualitative work) and both family stress and coping mechanisms. Two separate mediation models were run to understand the underlying mechanisms behind (1) anxiety, and (2) social frustration; separate correlation analyses were used to determine the relationships between other psychosocial and familial variables. Qualitative interviews were then carried out with a small subset of the survey respondents (n = 4). Results The DLD sample scored significantly higher on all psychosocial statements than the typical sample. Experiencing anxiety (80.7%, p < 0.05), requiring routine and sameness (75.4%, p < 0.001) and emotional dysregulation (75.4%; p < 0.001) were the most common difficulties for children with DLD. Family stress and coping mechanisms only correlated with the manifestation of psychosocial difficulties in the typical group, not the DLD group. ‘Intolerance of uncertainty’ was found to fully mediate the relationship between DLD diagnosis and symptoms of anxiety. Emotion regulation was found to moderately mediate the relationship between DLD diagnosis and social frustration. Conclusions Parents appear to cope well with their children’s complex psychosocial needs. Intervention focussing on intolerance of uncertainty and emotion dysregulation may help the management of psychosocial difficulties. Further research is needed to understand the children’s preference for routine.

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Section: Discussionmentioning

confidence: 81%

Understanding the prevalence and manifestation of the anxiety and social difficulties experienced by children with Developmental Language Disorder.

Burnley

Clair

Bedford

et al. 2023

Preprint

View full text Add to dashboard Cite

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“…Most other literature has focussed on "emotional difficulties" [10,11,111] or, more recently, "internalising symptoms" (e.g. [112]), negating the distinct contributing factors of specific symptoms. For example, a lack of "perceived controllability" has been associated with the development of separation anxiety [113], whereas negative self-appraisal significantly predicts social anxiety [114].…”

Section: The Prevalence Of Socio-emotional and Behavioural Difficultiesmentioning

confidence: 99%

Understanding the prevalence and manifestation of anxiety and other socio-emotional and behavioural difficulties in children with Developmental Language Disorder

Burnley

Clair

Bedford

et al. 2023

J Neurodevelop Disord

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Background It is well-documented that children with Developmental Language Disorder (DLD) have a higher likelihood of experiencing anxiety, as well as other socio-emotional and behavioural (SEB) difficulties. Despite this, there is little consensus as to how these difficulties manifest. This study aims to understand the prevalence of broader SEB difficulties and anxiety, informing intervention development by understanding the relationships between them. Methods A mixed-methods, case–control study was conducted. First, an online survey was completed by 107 parents of either children with DLD (“DLD sample”; n = 57) or typically developing children (“typical sample”; n = 50), aged 6–12 years old. Binary SEB statements informed by previous qualitative work (e.g. “my child requires routine/sameness”; “my child has frequent tantrums”) provided an insight into the prevalence of SEB difficulties in both DLD and typical samples. Validated measures of anxiety, emotion regulation, intolerance of uncertainty, insistence on sameness, family stress and coping mechanisms were also collected. Correlation and mediation analyses were run using these validated measures to understand the manifestation of anxiety in children with DLD in more detail. Qualitative interviews were then carried out with a select panel of survey respondents (n = 4). Results The DLD sample scored significantly higher on all binary SEB statements than the typical sample: experiencing anxiety (80.7%, p < .05), requiring routine and sameness (75.4%, p < .001) and emotional dysregulation (75.4%; p < .001) were the most common difficulties reported for children with DLD. Using the validated scales, family stress and coping mechanisms were found to only correlate with the manifestation of anxiety in the typical group, not the DLD group. “Intolerance of uncertainty” and “insistence on sameness” were found to fully mediate the relationship between DLD diagnosis and symptoms of anxiety. Parent’s interviews provided contextual support for the analysis, as well as highlighting sensory sensitivities as a focus for future research. Conclusions Parents of children with DLD appear to cope well with their children’s complex SEB needs. Intervention focussing on intolerance of uncertainty may help the management of difficulties with anxiety. Behaviours such as insistence on sameness should be investigated further, as potential indicators for anxiety amongst children with DLD.

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“…Early detection and intervention for children with mental health problems at an early age could have the potential to diminish the burden of mental health in children later in life. Multiple evidence-based treatments involving parent and child therapeutic interventions and medication use have been shown to be effective against emotional and behavioural problems in children of preschool age (Gleason, Goldson,, & Yogman, 2016;Hassan et al, 2020).…”

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confidence: 99%

Screening for behavioural problems in children aged 3 to 5 years

Rodriguez

Dongarwar

Salihu

2022

Child

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Objective We aim to investigate the association between undergoing behavioural screening and having a diagnosis of behavioural problems and to explore factors associated with receiving treatment with counselling versus medication in children 3 to 5 years old. Methods This cross‐sectional data analysis consisted of children 3–5 years old from the US National Study of Children's Health, 2017–2018. Pearson's χ2 test was used to assess the association between formal and informal screening and having a behavioural problem. Prevalence of behavioural screening, behavioural problems, and covariates were calculated. Survey binomial logistic regression was used to evaluate the association between formal and informal screening and treatment with counselling versus medication in children with behavioural problems. Results A total of 7837 children 3–5 years old were included in the analysis. Combined formal and informal screening for behavioural problems was 18.1%, 12.3% of children had informal screening only, and 10.8% had formal screening, as reported by parents. Five percent of children had a diagnosis of behavioural problem, for which 6.8% had formal screening only, 16.5% had informal screening only, and 58% had both. Children who had both types of screening were about 10 times as likely to have behavioural problems, and about 4 times as likely if they only had informal screening. Children with behavioural problems who had both types of screening were about 5 times as likely to be treated with medication. Conclusion Formal behavioural screening was low in children 3 to 5 years old but, when done in conjunction with informal screening such as addressing parental concerns, was associated with a diagnosis of behavioural problems and receipt of treatment with medication.

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Internalizing Behavioral Problems in Children with Specific Language Impairment

Cited by 3 publications

References 0 publications

Understanding the prevalence and manifestation of the anxiety and social difficulties experienced by children with Developmental Language Disorder.

Understanding the prevalence and manifestation of the anxiety and social difficulties experienced by children with Developmental Language Disorder.

Understanding the prevalence and manifestation of anxiety and other socio-emotional and behavioural difficulties in children with Developmental Language Disorder

Screening for behavioural problems in children aged 3 to 5 years

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