Socioemotional and Behavioral Problems in Toddlers With Language Delay

Abstract

Toddlers with language delay are at risk for persistent developmental and behavioral difficulties; however, the association between socioemotional/behavior problems and language in young children is not well understood. This study explored socioemotional/behavior problems in a unique sample of toddlers with language delays using a measure developed explicitly for this age group. Toddlers identified by 18 months with receptive and expressive language delay (LD; n = 30) or typical development (TD; n = 61) were evaluated at 18 and 24 months of age using the Infant-Toddler Social and Emotional Assessment (ITSEA) and the Mullen Scales of Early Learning. Compared to toddlers who had TD, toddlers with LD had significantly more concerning scores at 18 and 24 months on all ITSEA domains. The rate of "clinical concern" on most domains was not high in either group, except that >60% of LD toddlers were in the clinical concern range on the Competence domain. Socioemotional/behavioral problems were dimensionally related to receptive and expressive language, with greater language delay associated with more concerning ITSEA scores. Socioemotional and behavioral problems are related to receptive and expressive language abilities in 18- and 24-month-olds, indicating the need for screening of both types of concerns in toddlers identified with potential language delays.

Early vocabulary development: Relationships with prelinguistic skills and early social-emotional/behavioral problems and competencies

“…In and externalizing problem score, but not when gender was controlled. Our findings about the positive correlations between vocabulary and SEB Competence (Horwitz et al, 2003;Thurm et al, 2018), and negative correlations between vocabulary and SEB Total and externalizing problems (Horwitz et al, 2003;Manning et al, 2019;Thurm et al, 2018) are in accordance with previous studies. Some of these studies also suggested that between 18 and 24 to 29 months of age, language and social competence have the strongest relations (Horwitz et al, 2003;Thurm et al, 2018).…”

“…Our findings about the positive correlations between vocabulary and SEB Competence (Horwitz et al, 2003;Thurm et al, 2018), and negative correlations between vocabulary and SEB Total and externalizing problems (Horwitz et al, 2003;Manning et al, 2019;Thurm et al, 2018) are in accordance with previous studies. Some of these studies also suggested that between 18 and 24 to 29 months of age, language and social competence have the strongest relations (Horwitz et al, 2003;Thurm et al, 2018). Thurm and her group (2018) reported social competence at 18 and 24 months to be the only aspect of SEB problems and competencies in a clinical concern rate in the language delayed group of children.…”

Infant Temperament Affects Toddler Language Development

“…Toddlers in the language delay group also demonstrated lower competence scores, including compliance, attention, mastery motivation, imitation/play, empathy, and prosocial peer relations. Although toddlers in the language delay group and the typically developing group differed significantly on all outcome measures, competence was the only domain in which the majority of the language delay group was reported to be in the clinical concern range (Thurm et al, 2018). Similarly, 4-year olds with language impairment were vulnerable to difficulties in temperament/behavioral problem domains, compounding existing risk from poorer language development.…”

“…Language delays can further contribute to the development of symptoms/behavior problems, such as inattention-hyperactivity (Petersen et al, 2013;Visser et al, 2017). Thurm et al (2018) found that toddlers identified as having a language delay were more likely to exhibit externalizing problems, internalizing problems, and dysregulation as compared to toddlers with typical language development. Toddlers in the language delay group also demonstrated lower competence scores, including compliance, attention, mastery motivation, imitation/play, empathy, and prosocial peer relations.…”

Объективные Критерии Диагностики Индивидуальных Особенностей Психического Онтогенеза Детей Раннего Возраста С Задержкой Речевого Развития

“…В большинстве случаев ЗРР сопровождается другими проблемами и трудностями, которые могут касаться разных сторон жизни детей [6,7,8]. Так, встречаются убедительные данные о сопутствующих нарушениях в мелкой моторике при ЗРР у детей [9].…”