Adopted children's language difficulties and their relation to symptoms of reactive attachment disorder: FinAdo study

Raaska, Hanna; Elovainio, Marko; Sinkkonen, Jari; Stolt, Suvi; Jalonen, Iina; Matomäki, Jaakko; Mäkipää, Sanna; Lapinleimu, Helena

doi:10.1016/j.appdev.2012.12.003

Cited by 10 publications

(5 citation statements)

References 55 publications

(79 reference statements)

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“…Therefore, scores at or above the 90th percentile in the child's gender and age group were used as cut-offs for being at risk of language difficulties (hereafter: difficulties) (see supplementary table S5). This is in agreement with the procedure used in studies using the original FTF questionnaire where a score above the 90th percentile marks the threshold for clinical concern [39].…”

Section: Language Developmentsupporting

confidence: 87%

Mobile device screen time is associated with poorer language development among toddlers: results from a large-scale survey

Rayce,

Okholm,

Flensborg-Madsen

2024

BMC Public Health

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Background Despite young children’s widespread use of mobile devices, little research exists on this use and its association with children’s language development. The aim of this study was to examine the associations between mobile device screen time and language comprehension and expressive language skills. An additional aim was to examine whether three factors related to the domestic learning environment modify the associations. Methods The study uses data from the Danish large-scale survey TRACES among two- and three-year-old children (n = 31,125). Mobile device screen time was measured as time spent on mobile devices on a normal day. Measurement of language comprehension and expressive language skills was based on subscales from the Five to Fifteen Toddlers questionnaire. Multivariable linear regression was used to examine the association between child mobile device screen time and language development and logistic regression to examine the risk of experiencing significant language difficulties. Joint exposure analyses were used to examine the association between child mobile device screen time and language development difficulties in combination with three other factors related to the domestic learning environment: parental education, reading to the child and child TV/PC screen time. Results High mobile device screen time of one hour or more per day was significantly associated with poorer language development scores and higher odds for both language comprehension difficulties (1–2 h: AOR = 1.30; ≥ 2 h: AOR = 1.42) and expressive language skills difficulties (1–2 h: AOR = 1.19; ≥ 2 h: AOR = 1.46). The results suggest that reading frequently to the child partly buffers the negative effect of high mobile device screen time on language comprehension difficulties but not on expressive language skills difficulties. No modifying effect of parental education and time spent by the child on TV/PC was found. Conclusions Mobile device screen time of one hour or more per day is associated with poorer language development among toddlers. Reading frequently to the child may have a buffering effect on language comprehension difficulties but not on expressive language skills difficulties.

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Section: Language Developmentsupporting

confidence: 87%

Mobile device screen time is associated with poorer language development among toddlers: results from a large-scale survey

Rayce,

Okholm,

Flensborg-Madsen

2024

BMC Public Health

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“…77 In addition, intellectual disabilities, language problems, and learning difficulties all have been identified in school-aged children with RAD and DSED. [80][81][82][83][84] A number of studies in older children and adolescents also have begun to explore the neurobiology of RAD and DSED. For example, Tottenham et al 85 studied 4-to 17-yearold children with histories of institutional rearing by presenting them with images of mother versus stranger and recording amygdala activation during functional magnetic resonance imaging (fMRI) scanning.…”

Section: Emerging Data In Older Childrenmentioning

confidence: 99%

Practice Parameter for the Assessment and Treatment of Children and Adolescents With Reactive Attachment Disorder and Disinhibited Social Engagement Disorder

Zeanah¹,

Chesher²,

Boris³

et al. 2016

Journal of the American Academy of Child & Adolescent Psych

104

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This Practice Parameter is a revision of a previous Parameter addressing reactive attachment disorder that was published in 2005. It reviews the current status of reactive attachment disorder (RAD) and disinhibited social engagement disorder (DESD) with regard to assessment and treatment. Attachment is a central component of social and emotional development in early childhood, and disordered attachment is defined by specific patterns of abnormal social behavior in the context of "insufficient care" or social neglect. Assessment requires direct observation of the child in the context of his or her relationships with primary caregivers. Treatment requires establishing an attachment relationship for the child when none exists and ameliorating disturbed social relatedness with non-caregivers when evident.

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“…Studies of the specific family factors that affect adopted children's experience in their families provide conflicting results. Some studies reveal family size or sibling composition being a significant factor (Beckett et al, 1999;Helder et al, 2016) while other studies demonstrate a lack of significance (Castle et al, 2009;Raaska et al, 2013). Of note, previous literature examining specific family factors and adopted children's outcomes have not used self-report, adoptedchild data.…”

Section: Discussionmentioning

confidence: 99%

“…Previous literature has examined specific family factors related to adopted children's adjustment but not the other members of the family. These studies provide conflicting results of the relationship between family factors and adopted child outcomes, such that some studies report no relationship between family size, sibling composition, or sibling spacing on adopted child outcomes (Castle et al, 2009;Raaska et al, 2013) while other studies report that adoptive families with biologically related children are more likely to experience adoption disruption or other negative outcomes (Beckett et al, 1999). One study found that smaller family size, homeschooling, being the only adopted child, and a parenting approach that encouraged age-appropriate behavior predicted improved cognitive outcomes in adopted children (Helder et al, 2016).…”

Section: Adoptive Family Factors and Outcomesmentioning

confidence: 99%

The Role of Communication in the Quality of Relationships for Biological Children in Adoptive Families

Hunsley

Crawley

Villaire

2023

Journal of Family Issues

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Recent literature reveals the multifaceted experiences of the biologically related children of parents in adoptive families, or adoptive siblings. Adoptive siblings report a range of positive and negative experiences related to adoption. Some adoptive siblings describe their families as fractured or broken after adoption while others describe adoption as bringing their families closer together. Because of the range of experiences expressed, the current study examines specific factors to determine what is related to or affects adoptive sibling’s view of their family relationships. Results of this study revealed that no specific family factors were significantly related to adoptive sibling’s views; however, adoptive siblings who reported being in families that talked openly and honestly about their thoughts and feelings reported increased family connection and satisfaction and increased sibling closeness with their adopted sibling. These findings elicit further understanding of the adoptive sibling experience and include clinical implications for supporting adoptive families post-adoption.

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Adopted children's language difficulties and their relation to symptoms of reactive attachment disorder: FinAdo study

Cited by 10 publications

References 55 publications

Mobile device screen time is associated with poorer language development among toddlers: results from a large-scale survey

Mobile device screen time is associated with poorer language development among toddlers: results from a large-scale survey

Practice Parameter for the Assessment and Treatment of Children and Adolescents With Reactive Attachment Disorder and Disinhibited Social Engagement Disorder

The Role of Communication in the Quality of Relationships for Biological Children in Adoptive Families

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