Life habits of school-aged children with specific language impairment as perceived by their parents and by school professionals

Croteau, Claire; McMahon-Morin, Paméla; Morin, Claudia; Jutras, Benoît; Trudeau, Natacha; Dorze, Guylaine Le

doi:10.1016/j.jcomdis.2015.07.005

Cited by 16 publications

(21 citation statements)

References 43 publications

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“…Additionally, low scores in psychological well-being could be expected as it is well known that developmental language difficulties affect mental health from school entry into adulthood [23]. Several studies have shown that children with SLI experience difficulty achieving independence in daily life [4, 24]. Moreover, parents of children with SLI usually experience more stress in the exercise of their parental roles than parents of healthy children which could affect the willingness of parents to support their child’s autonomy, therefore increasing parental dependence [6, 25].…”

Section: Introductionmentioning

confidence: 99%

Health-Related Quality of Life for Children and Adolescents with Specific Language Impairment: A Cohort Study by a Learning Disabilities Reference Center

Hubert-Dibon¹,

Bru

Guen³

et al. 2016

PLoS ONE

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ObjectivesTo assess the health-related quality of life (HRQOL) of children with specific language impairment (SLI).Study DesignIn a prospective sample at a Learning Disabilities Reference Center, proxy-rated HRQOL (KIDSCREEN-27) was assessed for children with SLI and unaffected children from January 1, 2014 to March 31, 2015. Quality of life predictors for children with SLI were evaluated by recording the length and number of speech therapy and psychotherapy sessions and the specific school organization that the children had participated in. The KIDSCREEN scores of the two groups were compared using nonparametric statistics.ResultsThe questionnaires were completed by the parents of 67 children with SLI and 67 unaffected children. For children with SLI, the mean HRQOL scores were significantly lower for physical and psychological well-being, autonomy and parent relation, social support, and school environment compared to the reference group, controlling for age and parental education (β = -6.7 (-12.7;-.7) P = 0.03, β = -4.9 (-9.5;-.3) P = 0.04, β = -8.4 (-14.2;-2.6) P = 0.005, β = -11.6 (-19.5;-3.7) P = 0.004, β = -7.1(-12.4;-1.7) P = 0.010, respectively). Multivariate analyses in the group of children with SLI found that children who had undergone psychotherapy sessions or who had been enrolled in specific schooling programs had reduced HRQOL scores in social support and school environment and that children who were in a special class had higher scores in physical well-being.ConclusionChildren with SLI had significantly lower HRQOL scores as compared to unaffected children. Measurement of HRQOL could serve as one of the strategies employed throughout the follow-up of these individuals to provide them with the most appropriate and comprehensive care possible.

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Section: Introductionmentioning

confidence: 99%

Health-Related Quality of Life for Children and Adolescents with Specific Language Impairment: A Cohort Study by a Learning Disabilities Reference Center

Hubert-Dibon¹,

Bru

Guen³

et al. 2016

PLoS ONE

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“…Les attitudes envers l'enfant ayant un TPL et le soutien des autres élèves de la classe sont aussi identifiés comme des obstacles par les intervenantes scolaires. Il est probable que les forces et les qualités des enfants ayant un TPL soient masquées par leurs difficultés de langage apparentes en conversation (Croteau et al, 2015a), ce qui fait en sorte qu'ils deviennent des partenaires moins convoités par les autres élèves pour le travail en équipe. Leur inclusion dans une équipe pourrait être facilitée par un encadrement de l'enseignant ou de l'orthophoniste mettant en lumière, chez tous les élèves de la classe, les capacités de l'enfant ayant un TPL et les façons de composer avec ses différences.…”

Section: Milieu Scolaireunclassified

“…De plus, il nuit au développement social des enfants (Pickles, St Clair et Conti-Ramsden, 2013). En évaluant la réalisation de l'ensemble des activités courantes ou des rôles sociaux d'enfants ayant un TPL, à l'aide du questionnaire Mesure des habitudes de vie (Fougeyrollas et Noreau, 1997), version parents et version intervenants scolaires, Croteau et al (2015a) ont répertorié des difficultés dans diverses habitudes de vie touchant la communication, les relations interpersonnelles, l'éducation, les responsabilités et les loisirs.…”

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Facteurs environnementaux influençant la participation sociale d’élèves présentant un trouble primaire du langage

Croteau

Morin

Tessier

et al. 2018

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Environmental factors that influence social participation of elementary school children with primary language impairment. In order to facilitate social participation in children with primary language impairment (PLI), it is important to know what are the barriers and/or facilitators in a child's family, school and community-based environments. The goal of this exploratory study was to identify these environmental factors for elementary school children with PLI. Twentysix parents of 5-to 13-year-old children and eleven school professionals completed a questionnaire that evaluates the environmental factors influencing the social participation of elementary school children with a communication disorder (Croteau et al., 2015b). Many factors from school and family environments were perceived as facilitators while barriers were identified in all three types of environments. The results suggest targets for intervention to be taken concerning communitybased and school services, namely the availability of services, the reduction of noise and the attitudes of peers.

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“…Estudos demonstram que as crianças com DEL têm dificuldade em se comunicar com os colegas tanto de forma oral como de forma escrita e que isto dificulta seu engajamento nas atividades em grupo (87) . Conforme eles crescem e se tornam conscientes de sua dificuldade, a constante falha em tarefas que parecem simples para os seus colegas os levam a sentir-se frustrados no ambiente escolar, promovendo sentimentos de inadequação e incapacidade (88) .…”

Section: Discussão Geralunclassified

Habilidades de processamento fonológico e de escrita em crianças com distúrbio específico de linguagem: um estudo comparativo com a normalidade

Pedott¹

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Life habits of school-aged children with specific language impairment as perceived by their parents and by school professionals

Cited by 16 publications

References 43 publications

Health-Related Quality of Life for Children and Adolescents with Specific Language Impairment: A Cohort Study by a Learning Disabilities Reference Center

Health-Related Quality of Life for Children and Adolescents with Specific Language Impairment: A Cohort Study by a Learning Disabilities Reference Center

Facteurs environnementaux influençant la participation sociale d’élèves présentant un trouble primaire du langage

Habilidades de processamento fonológico e de escrita em crianças com distúrbio específico de linguagem: um estudo comparativo com a normalidade

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