Language, Social Cognitive Processing, and Behavioral Characteristics of Psychiatrically Disturbed Children with Previously Identified and Unsuspected Language Impairments / Nancy J. COHEN in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.853-864 Titre : Language, Social Cognitive Processing, and Behavioral Characteristics of Psychiatrically Disturbed Children with Previously Identified and Unsuspected Language Impairments Type de document : Texte imprimé et/ou numérique Auteurs : Nancy J. COHEN, Auteur ; Rosanne MENNA, Auteur ; Denise D. VALLANCE, Auteur ; Melanie A. BARWICK, Auteur ; Nancie IM, Auteur ; Naomi B. HORODEZKY, Auteur Année de publication : 1998 Article en page(s) : p.853-864 Langues : Anglais (eng) Mots-clés : Psychiatric disorder  language disorder  social cognition Index. décimale : PER Périodiques Résumé : This study examined characteristics of social cognitive processing, psychiatric disorder, and behavioral ratings of 380 children aged 7 to 14 years who had been referred consecutively for child psychiatric services with identified and unsuspected language impairments and with normally developing language. The results indicated that children with language impairments generally exhibited greater deficits in social cognitive processing, and particularly emotion decoding and social problem solving, than children who have language that is developing normally. Differences in psychiatric diagnosis and behavior problems were observed only between children with previously identified language impairments and children with normally developing language; children with previously identified language impairments were more likely to be diagnosed as having Attention Deficit Hyperactivity Disorder (ADHD) and to be rated by both parents and teachers as having more severe attentional problems. In addition, teachers rated them as more socially withdrawn. The results suggest that it is important to incorporate measures of both social cognition and language functioning routinely into clinical assessment, something that currently is rarely done. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Language, Social Cognitive Processing, and Behavioral Characteristics of Psychiatrically Disturbed Children with Previously Identified and Unsuspected Language Impairments [Texte imprimé et/ou numérique] / Nancy J. COHEN, Auteur ; Rosanne MENNA, Auteur ; Denise D. VALLANCE, Auteur ; Melanie A. BARWICK, Auteur ; Nancie IM, Auteur ; Naomi B. HORODEZKY, Auteur . - 1998 . - p.853-864. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.853-864 Mots-clés : Psychiatric disorder  language disorder  social cognition Index. décimale : PER Périodiques Résumé : This study examined characteristics of social cognitive processing, psychiatric disorder, and behavioral ratings of 380 children aged 7 to 14 years who had been referred consecutively for child psychiatric services with identified and unsuspected language impairments and with normally developing language. The results indicated that children with language impairments generally exhibited greater deficits in social cognitive processing, and particularly emotion decoding and social problem solving, than children who have language that is developing normally. Differences in psychiatric diagnosis and behavior problems were observed only between children with previously identified language impairments and children with normally developing language; children with previously identified language impairments were more likely to be diagnosed as having Attention Deficit Hyperactivity Disorder (ADHD) and to be rated by both parents and teachers as having more severe attentional problems. In addition, teachers rated them as more socially withdrawn. The results suggest that it is important to incorporate measures of both social cognition and language functioning routinely into clinical assessment, something that currently is rarely done. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

The Interface between ADHD and Language Impairment: An Examination of Language, Achievement, and Cognitive Processing / Nancy J. COHEN in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.353-362 Titre : The Interface between ADHD and Language Impairment: An Examination of Language, Achievement, and Cognitive Processing Type de document : Texte imprimé et/ou numérique Auteurs : Nancy J. COHEN, Auteur ; Denise D. VALLANCE, Auteur ; Melanie A. BARWICK, Auteur ; Nancie IM, Auteur ; Rosanne MENNA, Auteur ; Naomi B. HORODEZKY, Auteur ; Lila ISAACSON, Auteur Année de publication : 2000 Article en page(s) : p.353-362 Langues : Anglais (eng) Mots-clés : ADHD  language impairment  achievement  cognition  psychiatric disorder Index. décimale : PER Périodiques Résumé : Language impairments are commonly observed among children referred for psychiatric services. The most frequent psychiatric diagnosis of children with language impairment (LI) is Attention Deficit Hyperactivity Disorder (ADHD). It is not clear whether there are differences between children with ADHD and comorbid LI and children with other psychiatric disorders who are also comorbid for LI. In the present study the language, achievement, and cognitive processing characteristics of 166 psychiatrically referred 7–14-year-old children were examined using a 2×2 (ADHD, LI) design to examine four groups: children with ADHD+LI, children with ADHD who have normally developing language, children with psychiatric diagnoses other than ADHD with a language impairment (OPD+LI) or without a LI (OPD). Results indicated that children with LI were at the most disadvantage regardless of the nature of the psychiatric diagnosis. Contrary to prediction, working memory measures, used to tap the core cognitive deficit of ADHD in executive functions, were more closely associated with LI than with ADHD. It was concluded that caution must be exercised in attributing to children with ADHD what might be a reflection of problems for children with language impairment generally. As most therapies are verbally based it is notable that language competence is rarely evaluated systematically before such therapies are undertaken. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] The Interface between ADHD and Language Impairment: An Examination of Language, Achievement, and Cognitive Processing [Texte imprimé et/ou numérique] / Nancy J. COHEN, Auteur ; Denise D. VALLANCE, Auteur ; Melanie A. BARWICK, Auteur ; Nancie IM, Auteur ; Rosanne MENNA, Auteur ; Naomi B. HORODEZKY, Auteur ; Lila ISAACSON, Auteur . - 2000 . - p.353-362. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.353-362 Mots-clés : ADHD  language impairment  achievement  cognition  psychiatric disorder Index. décimale : PER Périodiques Résumé : Language impairments are commonly observed among children referred for psychiatric services. The most frequent psychiatric diagnosis of children with language impairment (LI) is Attention Deficit Hyperactivity Disorder (ADHD). It is not clear whether there are differences between children with ADHD and comorbid LI and children with other psychiatric disorders who are also comorbid for LI. In the present study the language, achievement, and cognitive processing characteristics of 166 psychiatrically referred 7–14-year-old children were examined using a 2×2 (ADHD, LI) design to examine four groups: children with ADHD+LI, children with ADHD who have normally developing language, children with psychiatric diagnoses other than ADHD with a language impairment (OPD+LI) or without a LI (OPD). Results indicated that children with LI were at the most disadvantage regardless of the nature of the psychiatric diagnosis. Contrary to prediction, working memory measures, used to tap the core cognitive deficit of ADHD in executive functions, were more closely associated with LI than with ADHD. It was concluded that caution must be exercised in attributing to children with ADHD what might be a reflection of problems for children with language impairment generally. As most therapies are verbally based it is notable that language competence is rarely evaluated systematically before such therapies are undertaken. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

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