Comparisons of children with delayed and normal language at 24 months of age on measures of behavioral difficulties, social and cognitive development

Carson, David K.; Klee, Thomas; Perry, Cecyle K.; Muskina, Gail; Donaghy, Tracy

doi:10.1002/(sici)1097-0355(199821)19:1<59::aid-imhj4>3.0.co;2-v

Cited by 58 publications

(50 citation statements)

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“…Some cross-sectional studies have shown associations between toddler-age language delays and concurrent behavior, emotional, and social development assessed mainly with parental behavior ratings (e.g., Carson et al, 1998;Irwin et al, 2002;Tervo, 2007), whereas some longitudinal studies using either parental ratings (Whitehouse et al, 2011) Thus, detection of a subtle delay in early communication and language development warrants follow-up of also child's self-regulative development,.…”

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confidence: 99%

“…A higher incidence of internalizing symptoms (e.g., anxiety, depression, withdrawal; Carson, Klee, Perry, Muskina, & Donaghy, 1998), and social withdrawal (Rescorla et al, 2007) have been found among children with expressive language delays than typically developing toddlers also in cross-sectional studies. In line with the findings above, Irwin, Carter, and Briggs-Gowan (2002) showed that late talkers were rated by parents as more withdrawn and less compliant than toddlers without delay, but no differences were found for externalizing behaviors or for peer relationships Studies among children with reading disabilities or at risk for them indicate that linguistic difficulties-manifesting themselves as slow acquisition of accurate and fluent decoding of letters to sounds and word recognition-have been found to co-occur with difficulties in psychosocial functioning (Snowling, Muter, & Carroll, 2007) and executive functions/working memory (Helland & Asbjornsen, 2000;Reiter, Tucha, & Lange, 2005).…”

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confidence: 95%

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Associations Between Toddler-Age Communication and Kindergarten-Age Self-Regulatory Skills

Aro

Laakso

Määttä

et al. 2014

J Speech Lang Hear Res

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RUNNING HEAD: Communication and Self-regulatory Skills 2 ABSTRACT Purpose: The study aimed at gaining understanding on the associations of different types of early language and communication profiles with later self-regulation skills utilizing longitudinal data from toddler-age to kindergarten-age.Method: Children with early language profiles representing expressive delay, broad delay (i.e., expressive, social, and/or symbolic), and typical language development were compared in domains of kindergarten-age executive and regulative skills (attentional/executive functions, regulation of emotions and behavioral activity, and social skills) assessed with parental questionnaires.Results: Children with delay in toddler-age language development demonstrated poorer kindergarten-age self-regulation skills than children with typical early language development.Broad early language delays were associated with compromised social skills and attentional/executive functions, and early expressive delays were associated with a generally lower level of kindergarten-age executive and regulative skills. Regression analyses showed that both earlier and concurrent language had an effect especially on the attentional/executive functions. Conclusions:The findings suggest that different aspects of toddler-age language have differential associations with later self-regulation. Possible mechanisms linking early language development to later self-regulative development are discussed.Keywords: prelinguistic communication and language, early language delay, self-regulation RUNNING HEAD: Communication and Self-regulatory Skills 3 Associations between Toddler-age Communication and Kindergarten-age Self-regulatory Skills A range of self-regulatory skills, such asattentional/executive regulation and regulation of behavior, emotions, and social interchanges, are needed for competent functioning in the home, school, and social community (see Bronson, 2000). Weaknesses in these skills have been associated with negative outcomes in a range of domains such as social adjustment (for a review, see Vohs & Ciarocco, 2004) and academic success (Schunk & Zimmerman, 1997, 2007. The maturation of self-regulation is influenced by the emergence of early cognitive skills including attention (e.g., Posner & Rothbart, 2000), representative memory, and inhibition (Barkley, 1997(Barkley, , 2021Wolfe & Bell, 2007). An additional domain of specific interest is language, which is assumed to pave the way for the development of regulatory skills by providing the psychological tools needed to gain mastery over behavior and cognition (see Kopp, 1982;Vygotsky, 1962). Although documentation of behavioral, emotional, and social difficulties (e.g., Lindsay, Dockrell, & Srand, 2007; St Clair, Pickles, Durkin, & Conti-Ramsden, 2011), and attentional or executive deficits (e.g., Henry, Messer, & Nash, 2012) among children with language impairments attest to the association between language and self-regulatory development, understanding of the developmental mechanisms behind this ...

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confidence: 99%

mentioning

confidence: 95%

Associations Between Toddler-Age Communication and Kindergarten-Age Self-Regulatory Skills

Aro

Laakso

Määttä

et al. 2014

J Speech Lang Hear Res

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Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

“…For example, Karrass and BraungartRieker (2004) reported that correlations between 1-year temperamental distress to novelty and 3-year IQ were moderated by security of mother-child attachment. Historically, temperament and language development have both been associated with social development (e.g., Carson, Klee, Perry, Muskina, & Donaghy, 1998;Thomas, Chess, & Birch, 1968), which raises the possibility that easy-going children are relatively socially skilled, and well-positioned to establish high quality, social relationships that would place them at a linguistic advantage.One aspect of children's social skills which may play a particularly central role in mediating temperament-language relationships is children's proclivity for engaging in joint attention.Researchers have consistently reported relationships throughout infancy and toddlerhood between joint attention and both language development (Markus, Mundy, Morales, Delgado, & Yale, 2000;Mundy & Gomes, 1998) and temperament (Kasari, Sigman, Mundy, & Yirmiya, 1990;Vaughan et al, 2003). Thus, there is evidence that joint attention may play a mediating role in the temperament language relationship.…”

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Temperamental and Joint Attentional Predictors of Language Development

Salley

Dixon

2007

Merrill-Palmer Quarterly

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Individual differences in child temperament have been associated with individual differences in language development. Similarly, relationships have been reported between early nonverbal social communication (joint attention) and both temperament and language. The present study examined whether individual differences in joint attention might mediate temperament-language relationships. Temperament, language, and joint attention were assessed in 51 21-month-olds. Results indicated an inverse relationship between aspects of temperamental difficulty, including low executive control and high negative affect, and language development. Temperamental aspects of negative affect were also inversely predictive of joint attention. However, the utility of a model in which joint attention mediates the relationship between temperament and language during the second year was not supported.A growing body of literature has revealed relationships between children's temperament and their language development. Researchers have linked specific temperamental dimensions such as attention span and positive emotionality to both productive and receptive language, and they have done so repeatedly across multiple lab settings (Dixon & Smith, 2000;Karrass, 2002;Matheny, 1989;Morales, et al., 2000a;Slomkowski, Nelson, Dunn, & Plomin, 1992). The general finding has been that children with aspects of temperamental easiness (i.e., affective positivity, long attention span) tend to be relatively linguistically advanced. Although the correlational nature of these studies makes it premature to draw conclusions with respect to directions of effect, a bidirectional influence seem reasonable. For example, just as heightened linguistic sophistication may contribute to ease of interpersonal communication and relatively positive affect as a result of successful communication, so too might temperamental positive affect contribute to increased opportunities for language acquisition. In the present article, we focus on the potential impact of temperament on language, and consider ways in which temperament might be expected to influence language development.Following the assumption that temperament contributes to language development, we must ask how it would do so. Rieser-Danner (2003) has postulated that temperament may have both direct and indirect impacts on language and cognitive functioning. In terms of a direct route of influence, children's difficult temperaments might simply limit the extent to which they can process linguistically relevant information during language acquisition events. This possibility is consistent with Rothbart and Bates (1998), who suggested that the attentional components of temperament form part of an overarching behavioral control system, which, as a function of anterior brain maturation, becomes increasingly weighted through early development with modulating dimensions of temperament associated with emotionality. Thus, when children are Correspondence concerning this article should be addressed to Wallace Dixon, Depa...

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“…Para indagar sobre problemas del comportamiento y emocionales, se utilizó la versión en español del Childhood Behavior Checklist (CBCL) para niños de entre 1,5 y 5 años, 19 validada en Argentina 20 y también empleada en trabajos sobre el retraso del lenguaje. 21 Según el puntaje total, se categorizó el resultado como normal o problemático (dentro del rango clínico). Cada participante fue evaluado por un único investigador integrante del grupo de 4 pediatras previamente capacitados en la administración de los instrumentos citados y en la recolección de datos.…”

Section: Población Y Métodosunclassified

Retraso del desarrollo del lenguaje en niños de 24 meses en un centro de salud en la Ciudad de Buenos Aires

2018

Arch Argent Pediatr

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Comparisons of children with delayed and normal language at 24 months of age on measures of behavioral difficulties, social and cognitive development

Cited by 58 publications

References 44 publications

Associations Between Toddler-Age Communication and Kindergarten-Age Self-Regulatory Skills

Associations Between Toddler-Age Communication and Kindergarten-Age Self-Regulatory Skills

Temperamental and Joint Attentional Predictors of Language Development

Retraso del desarrollo del lenguaje en niños de 24 meses en un centro de salud en la Ciudad de Buenos Aires

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