Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Claire L. FORREST |
Documents disponibles écrits par cet auteur (2)
Faire une suggestion Affiner la recherche
A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study / Claire L. FORREST in Autism & Developmental Language Impairments, 3 (January-December 2018)
[article]
Titre : A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study Type de document : Texte imprimé et/ou numérique Auteurs : Claire L. FORREST, Auteur ; Jenny L. GIBSON, Auteur ; Sarah L. HALLIGAN, Auteur ; Michelle C. ST CLAIR, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimIndividuals with developmental language disorder have been found to exhibit increased emotional difficulties compared to their typically developed peers. However, the underlying pathways involved in this relationship are unclear. It may be that poor language leads to social exclusion, resulting in feelings of frustration and isolation. Additionally, previous research has focused on clinical samples or early childhood in population cohorts. Therefore, the current paper examines the mediating effect of childhood peer problems on poor emotional outcomes in adolescence using a population cohort.MethodsData from the Millennium Cohort Study were analysed at ages 5, 7 and 14. The risk of developmental language disorder group (children considered at risk of developing developmental language disorder based on parental report of difficulties or a score ?1.5 standard deviation on Naming Vocabulary subtest at age 5) was compared to a general population group. A Sobel?Goodman test was used to examine the mediating effect of teacher-reported peer problems at age 7 on the association between language difficulties at age 5 and parent-reported emotional problems at age 7 and 14.ResultsPeer problems at age 7 accounted for approximately 14% of the effect of language difficulties at age 5 on emotional problems at age 7, and approximately 17% of the effect of language difficulties at age 5 on emotional problems at age 14.ConclusionsThis paper supports previous findings that children and adolescents with language difficulties are at increased risk for social and emotional problems as reported by their parents and teachers. Furthermore, the findings show that peer problems partially mediate the relationship between language difficulties and emotional problems, suggesting that better relationships with peers may offer some protection against poor mental health outcomes in adolescents at risk of developmental language disorder.ImplicationsThis paper adds to the literature that investigates the mechanisms involved in the relationship between developmental language disorder and increased emotional problems. Practitioners wishing to reduce risk of emotional difficulties in children with developmental language disorder may wish to reflect on what they can do to support a child to develop positive peer relationships. En ligne : https://doi.org/10.1177/2396941518795392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism & Developmental Language Impairments > 3 (January-December 2018)[article] A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study [Texte imprimé et/ou numérique] / Claire L. FORREST, Auteur ; Jenny L. GIBSON, Auteur ; Sarah L. HALLIGAN, Auteur ; Michelle C. ST CLAIR, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 3 (January-December 2018)
Index. décimale : PER Périodiques Résumé : Background and aimIndividuals with developmental language disorder have been found to exhibit increased emotional difficulties compared to their typically developed peers. However, the underlying pathways involved in this relationship are unclear. It may be that poor language leads to social exclusion, resulting in feelings of frustration and isolation. Additionally, previous research has focused on clinical samples or early childhood in population cohorts. Therefore, the current paper examines the mediating effect of childhood peer problems on poor emotional outcomes in adolescence using a population cohort.MethodsData from the Millennium Cohort Study were analysed at ages 5, 7 and 14. The risk of developmental language disorder group (children considered at risk of developing developmental language disorder based on parental report of difficulties or a score ?1.5 standard deviation on Naming Vocabulary subtest at age 5) was compared to a general population group. A Sobel?Goodman test was used to examine the mediating effect of teacher-reported peer problems at age 7 on the association between language difficulties at age 5 and parent-reported emotional problems at age 7 and 14.ResultsPeer problems at age 7 accounted for approximately 14% of the effect of language difficulties at age 5 on emotional problems at age 7, and approximately 17% of the effect of language difficulties at age 5 on emotional problems at age 14.ConclusionsThis paper supports previous findings that children and adolescents with language difficulties are at increased risk for social and emotional problems as reported by their parents and teachers. Furthermore, the findings show that peer problems partially mediate the relationship between language difficulties and emotional problems, suggesting that better relationships with peers may offer some protection against poor mental health outcomes in adolescents at risk of developmental language disorder.ImplicationsThis paper adds to the literature that investigates the mechanisms involved in the relationship between developmental language disorder and increased emotional problems. Practitioners wishing to reduce risk of emotional difficulties in children with developmental language disorder may wish to reflect on what they can do to support a child to develop positive peer relationships. En ligne : https://doi.org/10.1177/2396941518795392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 Social Cognition in Adolescents with Developmental Language Disorder (DLD): Evidence from the Social Attribution Task / Claire L. FORREST in Journal of Autism and Developmental Disorders, 53-11 (November 2023)
[article]
Titre : Social Cognition in Adolescents with Developmental Language Disorder (DLD): Evidence from the Social Attribution Task Type de document : Texte imprimé et/ou numérique Auteurs : Claire L. FORREST, Auteur ; Vanessa LLOYD-ESENKAYA, Auteur ; Jenny L. GIBSON, Auteur ; Michelle C. ST CLAIR, Auteur Article en page(s) : p.4243-4257 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social cognition impairments may explain social, emotional and behavioural difficulties (SEBD) in individuals with Developmental Language Disorder (DLD). In a novel approach, the Social Attribution Task (SAT) was used to examine this association. SAT narratives were coded from 53 participants [n=26 DLD; n=27 typical language development (TLD)] matched on age (Mage=13;6) and gender (35.9% female). Parents reported SEBD. Adolescents with DLD performed worse than their TLD peers on the majority of SAT indices and had higher peer (d=1.09) and emotional problems (d=.75). There was no association between social cognition abilities and SEBD. These exploratory findings suggest social cognition should be further examined in this population. En ligne : https://doi.org/10.1007/s10803-022-05698-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511
in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4243-4257[article] Social Cognition in Adolescents with Developmental Language Disorder (DLD): Evidence from the Social Attribution Task [Texte imprimé et/ou numérique] / Claire L. FORREST, Auteur ; Vanessa LLOYD-ESENKAYA, Auteur ; Jenny L. GIBSON, Auteur ; Michelle C. ST CLAIR, Auteur . - p.4243-4257.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4243-4257
Index. décimale : PER Périodiques Résumé : Social cognition impairments may explain social, emotional and behavioural difficulties (SEBD) in individuals with Developmental Language Disorder (DLD). In a novel approach, the Social Attribution Task (SAT) was used to examine this association. SAT narratives were coded from 53 participants [n=26 DLD; n=27 typical language development (TLD)] matched on age (Mage=13;6) and gender (35.9% female). Parents reported SEBD. Adolescents with DLD performed worse than their TLD peers on the majority of SAT indices and had higher peer (d=1.09) and emotional problems (d=.75). There was no association between social cognition abilities and SEBD. These exploratory findings suggest social cognition should be further examined in this population. En ligne : https://doi.org/10.1007/s10803-022-05698-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511