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Impact of Language Disorder on Child and Adolescent Outcomes
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Impact of Language Disorder on Child and Adolescent Outcomes

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Children's Health".

Deadline for manuscript submissions: closed (31 January 2021) | Viewed by 38622

Special Issue Editors

Dr. Michelle St Clair

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Guest Editor
Department of Psychology, University of Bath, Bath BA2 7AY, United Kingdom
Interests: language impairments; emotional and social difficulities; developmental sensitivity to stressful childhood experiences; childhood adversity and adolescent outcomes; Risk and resilience to psychiatric disorder; underlining dimensions behind psychiatric disorders
Dr. Claire Forrest

E-Mail Website
Guest Editor
Department of Psychology and Human Development, UCL Institute of Education, University College London, 25 Woburn Square, London WC1H 0AA, United Kingdom
Interests: Language development; developmental disorders; internalising disorders; emotion regulation; social cognition and social functioning
Dr. Hannah Hobson

E-Mail Website
Guest Editor
Department of Psychology, University of York, Heslington, York YO10 5DD, United Kingdom
Interests: social communication skills; autism, acquired language disorder; developmental language disorder; emotional development; psychosocial functioning

Special Issue Information

Dear Colleagues,

Language disorders affect approximately 9.92% of children at school entry, with approximately 2.34% of these cases associated with intellectual disability or other neurodevelopmental conditions (Norbury et al., 2016).  This leaves approximately 7.58% of children with a language disorder unrelated to any other condition or, in other words, Developmental Language Disorder.  The lasting impact of having a language disorder is substantial, as research has shown long term impacts on mental health, socialization abilities, educational outcomes and employment prospects.  The link between language disorders and these long-term outcomes is clear, but the pathways between early language disorder and these outcomes is considerably less clear. There are mixed findings on how and whether the severity of the language disorder relates to these outcomes.  Recent research indicates that even in early development children with language difficulties appear to be struggling in different areas of development, including in emotional regulation and socialization domains.  Other research has shown a genetic component potential underlying both expressive language and peer difficulties. Relatedly, we know that undiagnosed language disorders are common in juvenile offending institutions. The impact of language disorder on child and adolescent outcomes in therefore an incredibly timely and important subject. Papers addressing this topic are invited for this Special Issue, with particular emphasis on papers that look at the mechanisms and mediating factors predicting these long-term outcomes.

Dr. Michelle St Clair
Dr. Claire Forrest
Dr. Hannah Hobson
Guest Editors

Manuscript Submission Information

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Keywords

  • Language Disorder
  • Developmental Language Disorder
  • Specific Language Impairment
  • psychosocial outcomes
  • educational outcomes
  • mental health
  • socialisation
  • victimisation
  • self-esteem
  • juvenile offenders/youth justice

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Published Papers (6 papers)

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Research

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15 pages, 346 KiB  
Article
The Association between Parent and Child-Report Measures of Alexithymia in Children with and without Developmental Language Disorder
by Hannah Hobson and Neeltje P. van den Bedem
Int. J. Environ. Res. Public Health 2021, 18(16), 8309; https://doi.org/10.3390/ijerph18168309 - 5 Aug 2021
Cited by 12 | Viewed by 3197
Abstract
Accurate measures of alexithymia, an inability to recognise and describe one’s own emotions, that are suitable for children are crucial for research into alexithymia’s development. However, previous research suggests that parent versus child reports of alexithymia do not correlate. Potentially, children may report [...] Read more.
Accurate measures of alexithymia, an inability to recognise and describe one’s own emotions, that are suitable for children are crucial for research into alexithymia’s development. However, previous research suggests that parent versus child reports of alexithymia do not correlate. Potentially, children may report on the awareness of their emotions, whereas parent-report measures may reflect children’s verbal expression of emotion, which may be confounded by children’s communicative abilities, especially in conditions such as Developmental Language Disorder (DLD). Given theoretical arguments that alexithymia may develop due to language impairments, further research into alexithymia in DLD is also needed. This project examined parent and child report measures of alexithymia in children with DLD (n = 106) and without DLD (n = 183), and their association to children’s communication skills. Parent and child reports were not significantly correlated in either group, and children with DLD had higher alexithymia scores on the parent-report measure only. Thus, parent and child measures of alexithymia likely reflect different constructs. Pragmatic language problems related to more parent-reported alexithymia, over and above group membership. Structural language abilities were unrelated to alexithymia. We suggest decreased social learning opportunities, rather than a language measure artefact, underlie increased alexithymic difficulties in DLD. Full article
(This article belongs to the Special Issue Impact of Language Disorder on Child and Adolescent Outcomes)
19 pages, 333 KiB  
Article
Developmental Language Disorder (DLD) in Young People Leaving Care in England: A Study Profiling the Language, Literacy and Communication Abilities of Young People Transitioning from Care to Independence
by Judy Clegg, Ellen Crawford, Sarah Spencer and Danielle Matthews
Int. J. Environ. Res. Public Health 2021, 18(8), 4107; https://doi.org/10.3390/ijerph18084107 - 13 Apr 2021
Cited by 4 | Viewed by 5890
Abstract
Research indicates children and young people in care have a high prevalence of Developmental Language Disorder (DLD) as part of a complex set of vulnerabilities. This study describes the profile of language, literacy and communication abilities of a cohort of care leavers. The [...] Read more.
Research indicates children and young people in care have a high prevalence of Developmental Language Disorder (DLD) as part of a complex set of vulnerabilities. This study describes the profile of language, literacy and communication abilities of a cohort of care leavers. The language, literacy and communication abilities of 44 young people leaving care between the ages of 16 and 26 years were assessed using standardized measures. Demographic data about the young people was collected along with a survey to key staff to capture their perceptions and experiences of the language and communication abilities of these young people. Ninety percent of the care leavers’ language abilities were below average and over 60% met criteria for DLD in combination with literacy difficulties, developmental disorders and social, emotional and mental health difficulties (SEMH). The implications of unidentified DLD on the lives of young people leaving care is discussed. Earlier identification of DLD is advocated to enable services to intervene to facilitate more positive outcomes and life chances for this very vulnerable population. Full article
(This article belongs to the Special Issue Impact of Language Disorder on Child and Adolescent Outcomes)
19 pages, 3888 KiB  
Article
Pausing Mid-Sentence: An Ecological Model Approach to Language Disorder and Lived Experience of Young Male Offenders
by Dermot Fitzsimons and Ann Clark
Int. J. Environ. Res. Public Health 2021, 18(3), 1225; https://doi.org/10.3390/ijerph18031225 - 29 Jan 2021
Cited by 4 | Viewed by 5689
Abstract
International research evidence has firmly established a high prevalence of language disorder in young offender populations. Less is known about young offenders’ perspectives on their own language abilities. The study recruited an opportunity sample of 10 young men in custody at a Scottish [...] Read more.
International research evidence has firmly established a high prevalence of language disorder in young offender populations. Less is known about young offenders’ perspectives on their own language abilities. The study recruited an opportunity sample of 10 young men in custody at a Scottish youth offending institution who had recent experience of segregation. This mixed-methods study investigated participants’ views on their language and communication abilities to inform future support and intervention, and formal language assessment was also administered to investigate indicative prevalence of language disorder within the sample. It focused on their communication with professionals and peers in justice, education and welfare settings. Results of standardised language assessment indicated the presence of language disorder in 44% (n = 4) of the sample (n = 9). Thematic analysis of interview data led to formulation of three themes: Valuing Communication, Literacy and Learning; Exerting Control; and Seeking Support. The first theme is discussed with reference to Bronfenbrenner’s Bioecological Model. Participants offered reflective and rich views on their lived experience. They provided perspectives on features of successful interaction with peers and authority figures, importance of effective communication and the difficulties they encountered. This study argues for additional communication support for young people in the justice system. Full article
(This article belongs to the Special Issue Impact of Language Disorder on Child and Adolescent Outcomes)
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17 pages, 4513 KiB  
Article
Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents
by Claire L. Forrest, Jenny L. Gibson and Michelle C. St Clair
Int. J. Environ. Res. Public Health 2021, 18(3), 1221; https://doi.org/10.3390/ijerph18031221 - 29 Jan 2021
Cited by 19 | Viewed by 6673
Abstract
Adolescents with Developmental Language Disorder (DLD) are at risk for increased feelings of anxiety and depression compared to their typically developing (TD) peers. However, the underlying pathways involved in this relationship are unclear. In this initial study of the ‘social mediation hypothesis’, we [...] Read more.
Adolescents with Developmental Language Disorder (DLD) are at risk for increased feelings of anxiety and depression compared to their typically developing (TD) peers. However, the underlying pathways involved in this relationship are unclear. In this initial study of the ‘social mediation hypothesis’, we examine social functioning as a mediator of emotional problems in a cross-sectional sample of adolescents with DLD and age- and sex-matched controls. Preliminary data from twenty-six participants with DLD and 27 participants with typical language development (TLD, 11–17 years) were compared on self- and parent-reported measures of social functioning and emotional outcomes. There was little evidence of group differences in self-reported social functioning and emotional outcomes, but parent-report of SDQ Peer Problems and Emotional Problems in the DLD group was significantly higher than in the TLD group. Parent-reported peer problems mediated parent-reported emotional problems, accounting for 69% of the relationship between DLD status and emotional problems. Parents of adolescents with DLD, but not adolescents themselves, report significantly higher peer and emotional problems compared to TLD peers. The hypotheses generated from these novel data suggest further investigation into adolescents’ perceptions of socioemotional difficulties and friendships should be examined. Full article
(This article belongs to the Special Issue Impact of Language Disorder on Child and Adolescent Outcomes)
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19 pages, 1258 KiB  
Article
Emotional Competence Mediates the Relationship between Communication Problems and Reactive Externalizing Problems in Children with and without Developmental Language Disorder: A Longitudinal Study
by Neeltje P. van den Bedem, Julie E. Dockrell, Petra M. van Alphen and Carolien Rieffe
Int. J. Environ. Res. Public Health 2020, 17(16), 6008; https://doi.org/10.3390/ijerph17166008 - 18 Aug 2020
Cited by 16 | Viewed by 5857
Abstract
Language problems are a risk factor for externalizing problems, but the developmental path remains unclear. Emotional competence may mediate the relationship, especially when externalizing problems are reactive in nature, such as in Oppositional Deviant Disorder (ODD) and reactive aggression. We examined the development [...] Read more.
Language problems are a risk factor for externalizing problems, but the developmental path remains unclear. Emotional competence may mediate the relationship, especially when externalizing problems are reactive in nature, such as in Oppositional Deviant Disorder (ODD) and reactive aggression. We examined the development of reactive and proactive externalizing problems in children with (n = 98) and without (n = 156) Developmental Language Disorder (DLD; age: 8–16 years) over 18 months. Relationships with communicative risk factors (structural, pragmatic and emotion communication) and the mediating role of emotional competence (emotion recognition and anger dysregulation) were examined. Multi-level analyses showed that increasing emotion recognition and decreasing anger dysregulation were longitudinally related to decreasing ODD symptoms in both groups, whereas anger dysregulation was related to more reactive aggression in children with DLD alone. Pragmatic and emotion communication problems were related to more reactive externalizing problems, but these relationships were mediated by emotional competence, suggesting that problems in emotional competence explain the communication problems of children with DLD. Therefore, in addition to interventions for communication skills, there is a need to address the emotional competence of children with DLD, as this decreases the risk for reactive externalizing problems. Full article
(This article belongs to the Special Issue Impact of Language Disorder on Child and Adolescent Outcomes)
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Review

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27 pages, 534 KiB  
Review
What Are the Peer Interaction Strengths and Difficulties in Children with Developmental Language Disorder? A Systematic Review
by Vanessa Lloyd-Esenkaya, Ailsa J. Russell and Michelle C. St Clair
Int. J. Environ. Res. Public Health 2020, 17(9), 3140; https://doi.org/10.3390/ijerph17093140 - 30 Apr 2020
Cited by 30 | Viewed by 9147
Abstract
The current review gathers together research investigating peer interaction skills in children with Developmental Language Disorder (DLD) to give an overview of the strengths and challenges experienced by these children when interacting with other children. A systematic review was conducted to summarise the [...] Read more.
The current review gathers together research investigating peer interaction skills in children with Developmental Language Disorder (DLD) to give an overview of the strengths and challenges experienced by these children when interacting with other children. A systematic review was conducted to summarise the literature on peer interaction strengths and difficulties in children with DLD. No restrictions on time-period were made and the selection criteria accounted for many of the diagnostic labels previously used to refer to DLD. Studies included in this review involve English-speaking children of UK primary school age (4–11 years). A systematic search of databases identified 28 papers that met the inclusion criteria. Children with DLD are found to experience many challenges when interacting with peers. Difficulties have been found in studies exploring discourse characteristics such as turn-taking and in behaviours during play, such as access behaviours. Heterogeneity was however notable and peer interaction strengths are found in terms of the children’s abilities to make friends, use verbal and non-verbal behaviour to make joint decisions with peers, and abilities to engage with peers in social pretend play. While it is encouraging to find research exploring many different areas of peer interaction competence in children with DLD, the research is highly disparate and there are many research findings awaiting replication. The current evidence base is unable to comprehensively define the characteristics of peer interactions of children with DLD. Full article
(This article belongs to the Special Issue Impact of Language Disorder on Child and Adolescent Outcomes)
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