Social cognition makes an independent contribution to peer relations in children with Specific Language Impairment

Andrés‐Roqueta, Clara; Adrián, Juan; Clemente, Rosa Ana; Villanueva, Lidón

doi:10.1016/j.ridd.2015.12.015

Cited by 39 publications

(44 citation statements)

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“…This is reflected in an impaired understanding of other people's motives, emotions, and behaviours in children with DLD (e.g., Andrés‐Roqueta et al . 2016, Bakopoulou and Dockrell 2016). This problem is also found in other groups that have less access to the social world, albeit for different reasons, such as children with a hearing loss (Rieffe et al .…”

Section: Discussionmentioning

confidence: 98%

“…DLD provides children with many stressors in communication, in social interactions and in educational contexts (Andrés‐Roqueta et al . 2016, Bakopoulou and Dockrell 2016). These stressors may contribute to the higher levels of depressive symptoms, which are found in children with DLD (Beitchman et al .…”

Section: Introductionmentioning

confidence: 98%

“…When children grow older, they continue to learn from their social environment, through interactions with friends and incidental exposure to others’ interactions, such as overhearing and observation (Brown and Dunn 1996). For children with DLD, communication problems limit interaction with others from an early age (Andrés‐Roqueta et al ., 2016). Children with DLD miss important information, need more processing time, and often lack the vocabulary to understand fully what is going on in social interactions.…”

Section: Introductionmentioning

confidence: 99%

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Depressive symptoms and emotion regulation strategies in children with and without developmental language disorder: a longitudinal study

Bedem

Dockrell

Alphen

et al. 2018

Intl J Lang & Comm Disor

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BackgroundDepressive symptoms are common in children with developmental language disorder (DLD). However, risk and protective factors contributing to these problems are currently underspecified.AimsThe current longitudinal study examined the role of emotion‐regulation (ER) strategies in the severity of depressive symptoms in children with and without DLD, taking into account the severity of communication problems of children with DLD.Methods & ProceduresWe followed clinically referred children with DLD (n = 114, 49% girls) and without DLD (n = 214, 58% girls) between the ages of 8 and 16 years across an 18‐month period. Participants completed self‐report questionnaires at three time points. Parents of children with DLD reported on their child's communication problems.Outcomes & ResultsMultilevel analyses confirmed higher levels of depressive symptoms in youngsters with DLD compared with peers without DLD, with a decrease across time in the DLD group. In both groups, higher levels of approach and increasing avoidant strategies aimed at distraction or trivializing a problem explained lower depressive symptoms, whereas more worry and externalizing strategies contributed to more depressive symptoms. Within the DLD group, semantic language problems were associated with higher depressive symptoms. However, this relation was mediated by the tendency to worry or use externalizing strategies.Conclusions & ImplicationsResults suggest that interventions for children with DLD should focus on enhancing their adaptive ER strategies to help them cope with daily stressors just as in the general population.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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Depressive symptoms and emotion regulation strategies in children with and without developmental language disorder: a longitudinal study

Bedem

Dockrell

Alphen

et al. 2018

Intl J Lang & Comm Disor

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“…Children with SLI have been reported to have both social-emotional problems and ToM deficits, which bolsters this association (e.g., Andrés-Roqueta et al, 2016). ToM development in SLI is taken to follow a trajectory similar to that in typically developing (TD) children, but at a different pace and with a lower final level of ToM performance (Nilsson and de López, 2016; Spanoudis, 2016).…”

Section: Introductionmentioning

confidence: 83%

“…Further, preschoolers with SLI were rated significantly lower by their parents on skills such as cooperation, assertion and responsibility (Stanton-Chapman et al, 2007), although in a later study, language-impaired preschoolers were found to score within the average range (Pentimonte et al, 2016). Andrés-Roqueta et al (2016) showed young children with SLI to receive a significantly higher number of negative peer-nominations compared to typical children. Likewise, withdrawal was reported as the most frequent problem behavior in language-impaired preschoolers (Maggio et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Theory of Mind Deficits and Social Emotional Functioning in Preschoolers with Specific Language Impairment

Vissers

Koolen

2016

Front. Psychol.

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Children with Specific Language Impairment (SLI) often experience emotional and social difficulties. In general, problems in social emotional functioning can be cognitively explained in terms of Theory of Mind (ToM). In this mini-review, an overview is provided of studies on social-emotional functioning and ToM in preschoolers (average age from 2.3 to 6.2 years) with SLI. It is concluded that, similar to school-aged children with SLI, preschoolers with SLI have several social-emotional problems and that both cognitive and affective aspects of ToM are impaired in those children. Based hereon, three possible causal models for the interrelation between language, ToM and social emotional functioning are put forward. It is proposed that future research on the construct and measurement of early ToM, social emotional functioning and language development in preschoolers with SLI is needed to achieve early detection, tailored treatment, and ultimately insight into the pathogenesis of SLI.

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Theory of Mind

Montgomery

Tompkins

Benigno

2023

Autism and Child Psychopathology Series

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Social cognition makes an independent contribution to peer relations in children with Specific Language Impairment

Cited by 39 publications

References 50 publications

Depressive symptoms and emotion regulation strategies in children with and without developmental language disorder: a longitudinal study

Depressive symptoms and emotion regulation strategies in children with and without developmental language disorder: a longitudinal study

Theory of Mind Deficits and Social Emotional Functioning in Preschoolers with Specific Language Impairment

Theory of Mind

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