#PAGE_PARAMS# #ADS_HEAD_SCRIPTS# #MICRODATA#

SOCIAL-EMOTIONAL PROBLEMS OF CHILDREN WITH DEVELOPMENTAL LANGUAGE DISORDER


Authors: Richtrová Barbora 11
Published in the journal: Listy klinické logopedie 2021; 5(2): 37-43
Category: Varia

Summary

The symptomatology of Developmental Language Disorder goes significantly beyond language deficits and affects the quality of life of people suffering from this diagnosis. This review study describes the effect of emotional, behavioural and social difficulties on the quality of life of a child with a language disorder. It draws attention to the importance of the complexity of therapeutic intervention, especially to taking into account the emotional and social difficulties and their stimulation. At the same time, it draws attention to the insufficient systemic support for children with Developmental Language Disorder in the Czech Republic.

Keywords:

Quality of life – developmental language disorder – social-emotional deficits


Zdroje
  1. ABDUL AZIZ, S., FLETCHER, J., BAYLISS, D. M., 2016. The effectiveness of self-regulatory speech training for planning and problem solving in children with specific language impairment. Journal of Abnormal Child Psychology. 44, s. 1045-1059. DOI: 10.1007/ s10802-015-0115-7.
  2. BAKOPOULOU, I., DOCKRELL, J. E., 2015. The role of social cognition and prosocial behaviour in relation to the socio-emotional functioning of primary aged children with specific language impairment. Journal of communication disorders. 40(6), s. 513-535. DOI: 10.1016/J.RIDD.2015.12.013.
  3. BEAUCHAINE, T., GATZKE-KOPP, L. M., 2007. Polyvagal theory and developmnetal psychopathology: Emotional dysregulation and conduct problems from preschool to adolescence. Biological psychology. DOI: 10.1016/j.biopsycho.2005.08.008.
  4. BISHOP, D. V. M., 2006. What causes specific language impairment in children? Current Directions in Psychological Science. 15(5), s. 217-21. DOI: 10.1111/j.1467-8721.2006.00439.x.
  5. BRINTON, B., SPACKMAN, M. P., FUJIKI, M., RICKS, J., 2007. Would Chris say? The ability of children with specific language impairment to recognize to need to dissemble emotions in social situation. Journal of speech, language, and hearing research. 50(3), s. 798-811. DOI: 10.1044/1092-4388(2007/055).
  6. BRINTON, B., FUJIKI, M., HURST, N. Q., JONES, E. R., SPACKMAN, M. P., 2015. The Ability of Children With Language Impairment to Dissemble Emotions in Hypothetical Scenarios and Natural Situations. Language, speech and hearing services in schools. 46(4), s. 325-336. DOI: 10.1044/2015_LSHSS-14-0096.
  7. BOTTING, N., CONTI-RAMSDEN, G., 2010. The role of language, social cognition and social skill in the functional social outcomes of young adolescents with and without a history of SLI. British journal of deveopmental psychology. 26(2), s. 281-300. DOI: 10.1348/026151007X235891.
  8. CAMPBELL, W. N., SKARAKIS-DOYLE, E., 2007. School-aged children with SLI: The ICF as a framework for collaborative service delivery. Journal of communication disorders. 40(6), s. 513-535. DOI: 10.1016/J.JCOMDIS.2007.01.001.
  9. CZAPLEWSKA, E., STERCZYŃSKI, R., 2015. The recognition of non-verbal messages expressing emotion by children with SLI aged 4 to 7. Acta Neuropsychologica. 13(1), s. 1-10. DOI: 10.5604/17307503.1148328.
  10. COHEN, N. J., FARNIA, F., IM-BOLTER, N., 2013. Higher order language competence and adolescent mental health. Journal of child psychology and psychiatry. 54, s. 733-744. DOI: 10.1111/jcpp.12060.
  11. COLE, P. M., ARMSTRONG, L. M., PEMBERTON, C. K., 2010. The role of language in the development of emotion regulation. In: S. D. Calkins & M. A. Bell (Eds.), Human brain development. Child development at the intersection of emotion and cognition. American Psychological Association, s. 59-77. DOI: 10.1037/12059-004.
  12. CONTI-RAMSDEN, G., BOTTING, N., 2004. Social difficulties and victimization in children with SLI at 11 years of age. Journal of speech, language and hearing research. 47(1), s. 145-161. DOI: 10.1044/1092-4388(2004/013).
  13. CONTI-RAMSDEN, G., BOTTING, N., 2008. Emotional health in adolescents with and without a history of specific language impairment (SLI). The journal of child psychology and psychiatry. 49(5), s. 516-525. DOI: 10.1111/j.1469-7610.2007.01858.x.
  14. CONTI-RAMSDEN, G., MOK, P., PICKLES, A., DURKIN, K., 2013. Adolescents with a history of specific language impairment (SLI): Strenghts and difficulties in social, emotional and behavioral functioning. Research in Developmental disabilities. 34, s. 4161-4169. DOI: 10.1016/j.ridd.2013.08.043.
  15. ČERVENKOVÁ, B., 2019. Rozvoj komunikačních a jazykových schopností u dětí od narození do tří let věku. Praha: Grada Publishing. ISBN 978-80-271-2054-3.
  16. DIEPEVEEN, F. B., VAN DOMMELEN, P., OUDESLUYS-MURPHY, A. M., VERKERK, P. H., 2018. Children with specific language impairment are more likely to reach motor milestones late. Child: Care, health and development. 44, s. 857-862. DOI: 10.1111/cch.12614.
  17. DLOUHÁ, O., 2017. Poruchy vývoje řeči. Praha: Galén. ISBN: 978-80-7492-314-2.
  18. ELBRECHT, C., ANTCLIFF, L. R., 2014. Being touched through touch. Trauma treatment through haptic perception at the Clay Field: A sensorimotor art therapy. International Journal of Art Therapy. 19(1), s. 19-30. DOI: 10.1080/17454832.2014.880932.
  19. FUJIKI, M., SPACKMAN, M. P., BRINTON, B., HALL, A., 2004. The relationship of language and emotion regulation skills to reticence in children with specific language impairment. Journal of speech, language and hearing research. 47(3), s. 637-646. DOI: 10.1044/1092-4388(2004/049).
  20. GREGL, A., KIRIGIN. M., BILAĆ, S., LIGUTIĆIĆ, R. S., JAKŠIĆ, N., JAKOVLJEVIĆ, M., 2014. Speech comprehension and emotional/behavioral problems in children with specific language impairment (SLI). Collegium antropologicum. 38(3), s. 871-877. Speech comprehension and emotional/behavioral problems in children with specific language impairment (SLI) – PubMed (nih.gov).
  21. HELLAND, W. A., & HELLAND, T., 2017. Emotional and behavioural needs in children with specific language impairment and in children with autism spectrum disorder: The importance of pragmatic language impairment. Research in Developmental Disabilities. 70, s. 33-39. DOI: 10.1016/j.ridd.2017.08.009.
  22. HELLER, L, LAPIERRE, A., 2016. Uzdravení vývojového traumatu. Olomouc: Fontána. ISBN: 978-80-7336-836-4.
  23. HASTINGS, P. D., MILLER, J. G., 2014. Autonomic regulation, polyvagal theory and children‘s prosocial development. In: Pradilla-Walker, L. M., Carlo, G. Prosocial development: A multidimensional approach. New York: Oxford University Press. 6, s. 112-127. Dostupné z: https://www.researchgate.net/publication/269112911_Autonomic_Regulation_Polyvagal_Theory_and_Children%27s_ Prosocial_Development
  24. HRDLIČKA, M., ŠANDA, J., URBÁNEK, T., KUDR, M., DUDOVÁ, I., KLIČKOVÁ, Š. et. al., 2019. Diffusion tensor imaging and tractography in autistic, dysphasic, and healthy control children. Neuropsychiatric Disease and Treatment. 15, s. 2843-2852. DOI: 10.2147/NDT.S219545.
  25. HSU, H. J., BISHOP. D. V. M., 2014. Sequence-specific procedural learning deficits in children with specific language impairment. Developmental science. 17(3), s. 352-365. DOI: 10.1111/desc.12125.
  26. IM-BOLTER, N., COHEN, N. J., 2007. Language impairment and psychiatric comorbidities. Pediatric clinics of north America. 54, s. 525-542. DOI: 10.1016/j.pcl.2007.02.008.
  27. IRWIN, J. R., CARTER, A. S., BRIGGS-GOWAN, M. J., 2002. The social-emotional development of „late-talking“ toddlers. Journal of the american academy of child & adolescent psychiatry. 41(11), s. 1324-1332. DOI: 10.1097/00004583-200211000-00014.
  28. JEROME, A. C., FUJIKI, M., BRINTON, B., JAMES, S. L., 2002. Self-esteem in children with specific language impairment. Journal of speech, language and hearing research. 45(4), s. 700-714. DOI: 10.1044/1092-4388(2002/056).
  29. JOFFE, V. L., BLACK, E., 2012. Social, emotional and behavioral functioning of secondary school students with low academic and language performance: Perspectives from students, teachers and parents. Language speech and hearing services in schools. 43(4), s. 461-473. DOI: 10.1044/0161-1461(2012/11-0088).
  30. KALNAK, N., PEYRARD-JANVID, M., SAHLÉN, B., FORSSBERG, H., 2012. Family history interview of a broad phenotype in specific language impairment and matched controls. Genes, brain and behavior. 11(8), s. 921-927. DOI: 10.1111/j.1601-183X.2012.00841.x.
  31. KARSOAS, N., ROQUETA, C. A., ESTEVAN, R. A. C., CUMMIS, CH., 2010. Are children with specific language impairment competent with the pragmatics and logic of quantification? Cognition. 119(1), s. 43-57. DOI: 10.1016/j.cognition.2010.12.004.
  32. KOMÁREK, V., VRÁNOVÁ, M., KYNČL, M., ŠANDA, J., VYDROVÁ, R., 2014. Specifické strukturální změny mozku u dětí s vývojovou dysfázií. In: Soubor anotací odborných sdělení konference XXII. Asociace klinických logopedů ČR. Hradec Králové, s. 5-6.
  33. LEVINE, P. A., KLINEOVÁ, M., 2012. Trauma očima dítěte. Probouzení obyčejného zázraku léčení. Praha: Maitrea. ISBN: 978-80-87249-27-7.
  34. LINDSAY, G., DOCKRELL, J. E., 2012. Longitudinal patterns of behavioral, emotional and social difficulties and Slef-concepts in adolescents with a history of specific language impairment. British journal of educational psychology. 77(4), s. 811-828. DOI: 10.1044/0161-1461(2012/11-0069).
  35. LOUKUSA, S., MÄKINEN, L., KUUSIKKO-GAUFFIN, S., MOILANEN, I., 2014. Theory of mind and emotion recognition skills in children with specific language impairment, autism spectrum disorder and typical development: group differences and connection to knowledge of grammatical morphology, word-finding abilities and verbal working memory. International journal of language & communication disorders. 49(4), s. 498-507. DOI: 10.1111/1460-6984.12091.
  36. MAREŠ, J., 2019. Znalost zvláštností pacienta: důležitý předpoklad individualizované péče. Československá psychologie. 63, s. 676-690. ISSN 1804-6436.
  37. MCCABE, P. C., MARSHALL, D. J., 2006. Measuring the social competence of preschool children with specific language impairment: Correspondence among informant ratings and behavior observations. Topics in early childhood special education. 26(4), s. 234-246. DOI: 10.1177/02711214060260040401.
  38. NORBURY, C. F., SONUGA-BARKE, E., 2017. New fronties in the scientific study of developmental language disorders. Journal of child psychology and psychiatry. 58(10), s. 1065-1067. DOI: 10.1111/jcpp.12821.
  39. NUDEL, R., SIMPSON, N. H., BAIRD, G., O’HARE, A., CONTI-RAMSDEN, G., BOLTON, P. F. et al., 2014. Genome-wide association analyses of child genotype effects and parent-of-origin effects in specific language impairment. Genes, brain and behavior. 13, s. 418-429. DOI: 10.1111/gbb.12127.
  40. POSPÍŠILOVÁ L., 2018. Vývojová dysfázie. In Neubauer K. (Ed.), Kompendium klinické logopedie. Praha: Portál, s. 283-314. ISBN 978-80-262-1390-1.
  41. POSPÍŠILOVÁ, L., 2019. Vývojová dysfázie současnosti. Listy klinické logopedie. 3(1), s. 48-54. DOI: 10.36833/lkl.2019.0111740.
  42. REDMOND, S. M., ASH, A. C., 2014. A cross-etiology comparison of the socio-emotional behavioral profiles associated with attention-deficit/hyperactivity disorder and specific language impairment. Clinical linguistics & phonetics. 28(5), s. 346-365. DOI: 10.3109/02699206.2013.868518.
  43. RICHTROVÁ, B., 2019. Vývoj sebeobrazu u dětí s vývojovou dysfázií. Listy klinické logopedie, 3(1), s. 29-35. DOI: 10.36833/lkl.2019.007.
  44. SIEGEL D. J., PAYNEOVÁ-BRYSONOVÁ T., 2015. Klidná výchova k disciplíně. Praha: Triton. ISBN 978-80-7387-848-1.
  45. SMOLÍK, F., SEIDLOVÁ MÁLKOVÁ, G., 2014. Vývoj jazykových schopností v předškolním věku. Praha: Grada Publishing. ISBN 978-80-247-4240-3.
  46. ST CLAIR, M. C., PICKLES, A., DURKIN, K., CONTI-RAMSDEN, G., 2011. A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of specific language impairment (SLI). Journal of Communication Disorders. 44(2), s. 186-199. DOI: 10.1016/j.jcomdis.2010.09.004.
  47. SYLVESTRE, A., BRISSON, J., LEPAGE, C., NADEAU, L., DEAUDELIN, I., 2015. Social participation of children age 8–12 with SLI. Research in developmental disabilities. 49-50, s. 354-370. DOI: 10.3109/09638288.2015.1074730.
  48. TOMBLIN, J. B., RECORDS, N. L., BUCKWALTER, P., ZHANG, X., SMITH, E., O’BRIEN, M., 1997. The prevalence of specific language impairment in kindergarten children. Journal of Speech and Hearing Research. 40, s. 1245-1260. DOI: 10.1044/jslhr.4006.1245.
  49. VALERA-POZO, M., ADROVER-ROIG, D., PÉREZ-CASTELLÓ, J. A., SANCHEZ-AZANZA, V. A., AGUILAR-MEDIAVILLA, E., 2020. Behavioral, Emotional and School Adjustment in Adolescents with and without Developmental Language Disorder (DLD) Is Related to Family Involvement. International Journal of Environmental Research and Public Health. 17(6), 1949. DOI: 10.3390/ ijerph17061949.
  50. VAN DER KOLK, B. A., STONE, L., WEST, J., RHODES, A., EMERSON, D., SUVAK, M., SPINAZZOLA, J., 2014. Yoga as an adjunctive treatment for posttraumatic stress disorder: A randomized controlled trial. The journal of clinical psychiatry. 75(6), e559-565. DOI: 10.4088/JCP.13m08561.
  51. VENDEVILLE, N., BLANC, N., BRECHET, C., 2015. A drawing task to assess emotion inference in language-imaired children. Journal of speech, language and hearing research. 58(5), s. 1563-1569. DOI: 10.1044/2015_JSLHR-L-14-0343.
  52. WADMAN, R., DURKIN, K., CONTI-RAMSDEN, G., 2008. Self-esteem, shyness, and sociability in adolescents with specific language impairment (SLI). Journal of speech, language, and hearing research. 51(4), s. 938-952. DOI: 10.1044/1092-4388(2008/069).
  53. WADMAN, R., DURKIN, K., CONTI-RAMSDEN, G., 2011. Close relationships in adolescents with and without a history of specific language impairment. Language, speech and hearing services in schools. 42(1), s. 41-51. DOI: 10.1044/0161-1461(2010/10-0003).
  54. WADMAN, R., DURKIN, K., CONTI-RAMSDEN, G., 2011. Social stress in young people with specific language impairment. Journal of adolescence. 34(3), s. 421-431. DOI: 10.1016/j.adolescence.2010.06.010.
  55. YEW, S. G. K., O´KEARNEY, R., 2013. Emotional and behavioural outcomes later in childhood and adolescence for children with specific language impairments: meta-analyses of controlled prospective studies. The journal of child psychology and psychiatry. 4(5), s. 516-534. DOI: 10.111/jcpp.12009.
Štítky
Logopédia Praktické lekárstvo pre deti a dorast

Článok vyšiel v časopise

Listy klinické logopedie

Číslo 2

2021 Číslo 2
Najčítanejšie tento týždeň
Najčítanejšie v tomto čísle
Kurzy

Zvýšte si kvalifikáciu online z pohodlia domova

Aktuální možnosti diagnostiky a léčby litiáz
nový kurz
Autori: MUDr. Tomáš Ürge, PhD.

Všetky kurzy
Prihlásenie
Zabudnuté heslo

Zadajte e-mailovú adresu, s ktorou ste vytvárali účet. Budú Vám na ňu zasielané informácie k nastaveniu nového hesla.

Prihlásenie

Nemáte účet?  Registrujte sa

#ADS_BOTTOM_SCRIPTS#