The Social-Emotional Development of “Late-Talking” Toddlers

Irwin, Julia; Carter, Alice S.; Briggs‐Gowan, Margaret J.

doi:10.1097/00004583-200211000-00014

Cited by 125 publications

(93 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our French sample displayed a slightly higher incidence of externalizing problems (20% vs. 10%) and lower competencies (17% vs. 10%). The higher percentage of low competence scores may be attributed to the higher rate of language delay expected in twin samples (Dale et al, 1998) as language delay is associated with lower competence on the ITSEA (Carter & Briggs-Gowan, 2006;Irwin, Carter, & Briggs-Gowan, 2002). The lower competence and higher externalizing scores may also reflect cultural differences in rating children's behaviors.…”

Section: Discussionmentioning

confidence: 99%

The etiology of behavioral problems and competencies in very young twins.

Saudino

Carter

Purper-Ouakil

et al. 2008

Journal of Abnormal Psychology

Self Cite

View full text Add to dashboard Cite

Although genetic and environmental influences on behavior problems in middle childhood and adolescence have been well-studied, little is known about the etiology of behavior problems in very early childhood. The present study explores genetic and environmental contributions to individual differences in behavior problems and competences in an infant-toddler sample of twins. There were 1,950 twin pairs (mean age = 23.8 months) who were rated by parents on the InfantToddler Social and Emotional Assessment. All four domains (Externalizing, Internalizing, Dysregulation, Competence) and 20 subscales-indices on the Infant-Toddler Social and Emotional Assessment displayed significant heritability. There were also substantial shared environmental influences operating on most of the domains and subscales. Compared with behavior problems, behavioral competencies were less heritable and more influenced by shared environments. Keywords twins; behavior problems; genetics; model fittingThe toddler period may be a critical time for the early emergence of clinically significant problem behaviors (Campbell, 1985;Keenan & Wakschlag, 2000). Externalizing problems (e.g., aggression, conduct disorders, hyperactivity) and internalizing problems (e.g., anxiety, depression, and emotional problems) can be reliably identified in very early childhood and show considerable stability across age (e.g., Briggs-Gowan et al., 2006;Campbell, Pierce, March, Ewing, & Szumowski, 1994; Fischer, Rolf, Haszi, & Cummings, 1984;Keenan, Shaw, Delliquadri, Giovannelli, & Walsh, 1998;Lavigne et al., 1998;Mathiesen & Sanson, 2000;Olson, Bates, Sandy, & Lanthier, 2000). Toddlers who display problem behaviors are at risk for a variety of nonoptimal developmental outcomes including poor academic performance, conflictual parent-child interactions, peer rejection, delinquency, and later Copyright 2008 by the American Psychological Association Correspondence concerning this article should be addressed to Kimberly J. Saudino, Department of Psychology, Boston University, 64 Cummington Street, Boston, MA 02215. ksaudino@bu.edu. maladjustment (e.g., Caspi, Moffitt, Newman, & Silva, 1996;Hofstra, van der Ende, & Verhulst, 2002;Patterson, DeBaryshe, & Ramsey, 1989;Stevenson & Goodman, 2001). Given their developmental significance, it is important to understand the factors that influence problem behaviors in very young children. NIH Public AccessThe etiology of behavior problems in middle childhood and adolescence has been well studied. Twin and adoption studies examining externalizing, internalizing, and related behavior problems consistently reveal substantial genetic influence, with heritabilities in the range of .40-.70 (e.g., Bartels et al., 2003Bartels et al., , 2004Edelbrock, Rende, Plomin, & Thompson, 1995;Leve, Winebarger, Fagot, Reid, & Goldsmith, 1998;Saudino, Ronald, & Plomin, 2005). The influence of shared environments on behavior problems is typically more modest, explaining between 0% and 40% of the variance in behavior problems (e.g., Bartels et...

show abstract

Section: Discussionmentioning

confidence: 99%

The etiology of behavioral problems and competencies in very young twins.

Saudino

Carter

Purper-Ouakil

et al. 2008

Journal of Abnormal Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…16,17 Furthermore, delays in language development can have significant negative effects on a young child's social and emotional functioning, including an increased risk for social problems, anxiety, depression, and attention problems. 3,18,19 In contrast with the association between LI and reading disability, studies of the relation between SSD in early childhood and reading disability at school age have shown mixed results. 9,[20][21][22][23] Children with SSD and comorbid LI are at significantly increased risk for reading disabilities at school age compared with controls.…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

Relationship Between Speech-Sound Disorders and Early Literacy Skills in Preschool-Age Children: Impact of Comorbid Language Impairment

Sices

Taylor²,

Freebairn³

et al. 2007

Journal of Developmental &Amp; Behavioral Pediatrics

View full text Add to dashboard Cite

Objective: Disorders of articulation or speech-sound disorders (SSD) are common in early childhood. Children with these disorders may be at risk for reading difficulties because they may have poor auditory, phonologic, and verbal memory skills. Methods:We sought to characterize the reading and writing readiness of preschool children with SSD and identify factors associated with preliteracy skills. Subjects were 125 children aged 3 to 6 years with moderate to severe SSD; 53% had comorbid language impairment (LI). Reading readiness was measured with the Test of Early Reading Ability-2 (TERA) and writing skills with the Test of Early Written Language-2 (TEWL), which assessed print concept knowledge. Linear regression was used to examine the association between SSD severity and TERA and TEWL scores and analysis of variance to examine the effect of comorbid LI. Performance on a battery of speech and language tests was reduced by way of factor analysis to composites for articulation, narrative, grammar, and word knowledge skills. Results:Early reading and writing scores were significantly lower for children with comorbid LI but were not related to SSD severity once language status was taken into account. Composites for grammar and word knowledge were related to performance on the TERA and TEWL, even after adjusting for Performance IQ. Below average language skills in preschool place a child at risk for deficits in preliteracy skills, which may have implications for the later development of reading disability. Conclusion:Preschool children with SSD and LI may benefit from instruction in preliteracy skills in addition to language therapy. Keywords speech-sound disorders; language impairment; preschool literacy skills; print concept knowledge Speech and language disorders are among the most common developmental conditions in early childhood, affecting 4% to 10% of children. 1,2 Some studies report rates of expressive language delay as high as 17.5% in preschool children. 3 Speech-sound disorders (SSD) involve impairments in speech-sound production and range from mild articulation issues involving a limited number of speech sounds to more severe phonologic disorders involving multiple errors in speech-sound production and reduced intelligibility. The prevalence of SSDs is highest for Copyright © 2007 NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript preschool-age children, and the condition appears to resolve in 75% of children by age 6. 4 In contrast, language disorders involve delays or deficits in expressive or receptive language development, or both, with an estimated prevalence of 7% at kindergarten age. 1 The goal of this study was to determine how preschool-age children with moderate to severe SSD perform on measures of early reading and writing. We sought to determine factors associated with early literacy skills among children with SSD, including co-existing language impairment (LI).There has been significant emphasis on the role of phonologic processing, the ability to deconstr...

show abstract

“…These abilities are crucial for acquisition of written language and achievement in school. Persisting deficits in language carry a risk of further cognitive and psycho-emotional development (Irwin, Carter, & Briggs-Gowan, 2002). In a study by Kühn and Suchodoletz (2009), 53% of the former late talkers showed deficient language abilities at the age of 5 years 10 months.…”

Section: Introductionmentioning

confidence: 99%

Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes and Working Memory for Late-Talking Toddlers

Buschmann

Multhauf

Hasselhorn

et al. 2015

Journal of Early Intervention

View full text Add to dashboard Cite

A randomized control intervention study was conducted to evaluate the effects of the highly structured Heidelberg Parent-Based Language Intervention (HPLI). The outcomes of 43 children (n = 23 intervention, n = 20 control) who had been identified as late talkers during routine developmental checkups carried out in pediatric practices at the age of 2 years were examined at 4 years 3 months of age. To address these results, we used standardized instruments to assess language and memory performance. At the age of 4 years, expressive language abilities did not differ as a function of the early language intervention. Results in language comprehension, phonological memory, and episodic buffer were significantly better in the intervention group than in the control group. These findings demonstrate the long-term effectiveness of the parentbased language intervention HPLI, and have practical implications for dealing with children with specific expressive language disorder (SELD).

show abstract

The Social-Emotional Development of “Late-Talking” Toddlers

Cited by 125 publications

References 25 publications

The etiology of behavioral problems and competencies in very young twins.

The etiology of behavioral problems and competencies in very young twins.

Relationship Between Speech-Sound Disorders and Early Literacy Skills in Preschool-Age Children: Impact of Comorbid Language Impairment

Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes and Working Memory for Late-Talking Toddlers

Contact Info

Product

Resources

About