Mental health in adolescents with a history of developmental language disorder: The moderating effect of bullying victimisation / Tina KILPATRICK in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Mental health in adolescents with a history of developmental language disorder: The moderating effect of bullying victimisation Type de document : Texte imprimé et/ou numérique Auteurs : Tina KILPATRICK, Auteur ; Suze LEITÃO, Auteur ; Mark E. BOYES, Auteur Langues : Anglais (eng) Mots-clés : Bullying victimisation  self-esteem  mental health  developmental language disorder  adolescents Index. décimale : PER Périodiques Résumé : Background: Children and adolescents with a history of developmental language disorder are at elevated risk of experiencing internalising and externalising symptoms. The existing literature suggests a link between developmental language disorder, bullying victimisation and low self-esteem, both of which are negatively associated with child and adolescent mental health more generally. Aim: We examined the relationship between having a history of developmental language disorder and internalising and externalising symptoms in adolescence. We also tested whether bullying victimisation and self-esteem were associated with mental health outcomes, and whether they moderated the association between a history of developmental language disorder and psychological symptoms. Methods and procedures: Adolescents with a history of developmental language disorder (n?=?20, 10–16?years, 10% female, 90% male) were compared to a group of typically developing peers (n?=?22, 10–16?years, 36.4% female, 63.6% male). Receptive and expressive language, internalising and externalising symptoms, bullying victimisation and self-esteem were assessed with well-validated measures. Outcomes and results: Contrary to our predictions, a history of developmental language disorder was not directly associated with internalising or externalising symptoms. However, in terms of internalising symptoms, there was a significant interaction between a history of developmental language disorder and bullying victimisation (??=?1.01, p?=?.02). Specifically, there was a significant association between a history of developmental language disorder and internalising symptoms at high levels of bullying victimisation [t(41)?=?2.52, p?=?.02] but not at low levels of bullying victimisation [t(41)?=?–.67, p?=?.51). Conclusions and implications: Bullying victimisation appears to increase the risk of internalising symptoms in adolescents with a history of developmental language disorder. Future research should examine whether anti-bullying interventions can help prevent the development of internalising problems for children with developmental language disorder. These findings may aid clinicians in developing their understanding of developmental language disorder and reinforces the importance of holistic client management in speech language therapy. En ligne : https://doi.org/10.1177/2396941519893313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Mental health in adolescents with a history of developmental language disorder: The moderating effect of bullying victimisation [Texte imprimé et/ou numérique] / Tina KILPATRICK, Auteur ; Suze LEITÃO, Auteur ; Mark E. BOYES, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Bullying victimisation  self-esteem  mental health  developmental language disorder  adolescents Index. décimale : PER Périodiques Résumé : Background: Children and adolescents with a history of developmental language disorder are at elevated risk of experiencing internalising and externalising symptoms. The existing literature suggests a link between developmental language disorder, bullying victimisation and low self-esteem, both of which are negatively associated with child and adolescent mental health more generally. Aim: We examined the relationship between having a history of developmental language disorder and internalising and externalising symptoms in adolescence. We also tested whether bullying victimisation and self-esteem were associated with mental health outcomes, and whether they moderated the association between a history of developmental language disorder and psychological symptoms. Methods and procedures: Adolescents with a history of developmental language disorder (n?=?20, 10–16?years, 10% female, 90% male) were compared to a group of typically developing peers (n?=?22, 10–16?years, 36.4% female, 63.6% male). Receptive and expressive language, internalising and externalising symptoms, bullying victimisation and self-esteem were assessed with well-validated measures. Outcomes and results: Contrary to our predictions, a history of developmental language disorder was not directly associated with internalising or externalising symptoms. However, in terms of internalising symptoms, there was a significant interaction between a history of developmental language disorder and bullying victimisation (??=?1.01, p?=?.02). Specifically, there was a significant association between a history of developmental language disorder and internalising symptoms at high levels of bullying victimisation [t(41)?=?2.52, p?=?.02] but not at low levels of bullying victimisation [t(41)?=?–.67, p?=?.51). Conclusions and implications: Bullying victimisation appears to increase the risk of internalising symptoms in adolescents with a history of developmental language disorder. Future research should examine whether anti-bullying interventions can help prevent the development of internalising problems for children with developmental language disorder. These findings may aid clinicians in developing their understanding of developmental language disorder and reinforces the importance of holistic client management in speech language therapy. En ligne : https://doi.org/10.1177/2396941519893313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Persisting mental health problems among AIDS-orphaned children in South Africa / Lucie CLUVER in Journal of Child Psychology and Psychiatry, 53-4 (April 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-4 (April 2012) . - p.363-370 Titre : Persisting mental health problems among AIDS-orphaned children in South Africa Type de document : Texte imprimé et/ou numérique Auteurs : Lucie CLUVER, Auteur ; Mark ORKIN, Auteur ; Frances E. M. GARDNER, Auteur ; Mark E. BOYES, Auteur Année de publication : 2012 Article en page(s) : p.363-370 Langues : Anglais (eng) Mots-clés : HIV/AIDS  orphans;adolescents  depression  anxiety  post-traumatic stress Index. décimale : PER Périodiques Résumé : Background:  By 2008, 12 million children in sub-Saharan Africa were orphaned by AIDS. Cross-sectional studies show psychological problems for AIDS-orphaned children, but until now no longitudinal study has explored enduring psychological effects of AIDS-orphanhood in the developing world. Methods:  A 4-year longitudinal follow-up of AIDS-orphaned children with control groups of other-orphans and non-orphans. 1021 children (M = 13.4 years, 50% female, 98% isiXhosa-speaking) were interviewed in 2005 and followed up in 2009 with 71% retention (49% female, M = 16.9 years), in poor urban South African settlements. Children were interviewed using sociodemographic questionnaires and well-validated standardised scales for assessing depression, anxiety, and post-traumatic stress. Data were analysed using mixed-design ANOVA and backward-stepping regression. Results:  AIDS-orphaned children showed higher depression, anxiety, and post-traumatic stress disorder (PTSD) scores in both 2005 and 2009 when compared with other-orphans and non-orphans. Backward-stepping regression, controlling for baseline mental health, and sociodemographic cofactors such as age, gender, and type of bereavement, revealed that being AIDS-orphaned in 2005 was associated with depression, anxiety, and PTSD scores in 2009. This was not the case for other-orphaned or non-orphaned children. Age interacted with orphan status, such that there was a steep rise in psychological distress in the AIDS-orphaned group, but no rise with age amongst other-orphans and non-orphans. Conclusions:  Negative mental health outcomes amongst AIDS-orphaned children are maintained and worsen over a 4-year period. It is important that psychosocial support programmes are sustained, and focus on youth as well as young children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02459.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] Persisting mental health problems among AIDS-orphaned children in South Africa [Texte imprimé et/ou numérique] / Lucie CLUVER, Auteur ; Mark ORKIN, Auteur ; Frances E. M. GARDNER, Auteur ; Mark E. BOYES, Auteur . - 2012 . - p.363-370. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-4 (April 2012) . - p.363-370 Mots-clés : HIV/AIDS  orphans;adolescents  depression  anxiety  post-traumatic stress Index. décimale : PER Périodiques Résumé : Background:  By 2008, 12 million children in sub-Saharan Africa were orphaned by AIDS. Cross-sectional studies show psychological problems for AIDS-orphaned children, but until now no longitudinal study has explored enduring psychological effects of AIDS-orphanhood in the developing world. Methods:  A 4-year longitudinal follow-up of AIDS-orphaned children with control groups of other-orphans and non-orphans. 1021 children (M = 13.4 years, 50% female, 98% isiXhosa-speaking) were interviewed in 2005 and followed up in 2009 with 71% retention (49% female, M = 16.9 years), in poor urban South African settlements. Children were interviewed using sociodemographic questionnaires and well-validated standardised scales for assessing depression, anxiety, and post-traumatic stress. Data were analysed using mixed-design ANOVA and backward-stepping regression. Results:  AIDS-orphaned children showed higher depression, anxiety, and post-traumatic stress disorder (PTSD) scores in both 2005 and 2009 when compared with other-orphans and non-orphans. Backward-stepping regression, controlling for baseline mental health, and sociodemographic cofactors such as age, gender, and type of bereavement, revealed that being AIDS-orphaned in 2005 was associated with depression, anxiety, and PTSD scores in 2009. This was not the case for other-orphaned or non-orphaned children. Age interacted with orphan status, such that there was a steep rise in psychological distress in the AIDS-orphaned group, but no rise with age amongst other-orphans and non-orphans. Conclusions:  Negative mental health outcomes amongst AIDS-orphaned children are maintained and worsen over a 4-year period. It is important that psychosocial support programmes are sustained, and focus on youth as well as young children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02459.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

Word learning and verbal working memory in children with developmental language disorder / Emily JACKSON in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211004109 Titre : Word learning and verbal working memory in children with developmental language disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily JACKSON, Auteur ; Suze LEITÃO, Auteur ; Mary CLAESSEN, Auteur ; Mark E. BOYES, Auteur Article en page(s) : 23969415211004109 Langues : Anglais (eng) Mots-clés : Word learning  vocabulary  verbal working memory  developmental language disorder Index. décimale : PER Périodiques Résumé : Background and aimsPrevious research into word learning in children with developmental language disorder (DLD) indicates that the learning of word forms and meanings, rather than form-referent links, is problematic. This difficulty appears to arise with impaired encoding, while retention of word knowledge remains intact. Evidence also suggests that word learning skills may be related to verbal working memory. We aimed to substantiate these findings in the current study by exploring word learning over a series of days.MethodsFifty children with DLD (mean age 6; 11, 72% male) and 54 age-matched typically developing (TD) children (mean age 6; 10, 56% male) were taught eight novel words across a four-day word learning protocol. Day 1 measured encoding, Days 2 and 3 measured re-encoding, and Day 4 assessed retention. At each day, word learning success was evaluated using Naming, Recognition, Description, and Identification tasks.ResultsChildren with DLD showed comparable performance to the TD group on the Identification task, indicating an intact ability to learn the form-referent links. In contrast, children with DLD performed significantly worse for Naming and Recognition (signifying an impaired ability to learn novel word forms), and for Description, indicating problems establishing new word meanings. These deficits for the DLD group were apparent at Days 1, 2, and 3 of testing, indicating impairments with initial encoding and re-encoding; however, the DLD and TD groups demonstrated a similar rate of learning. All children found the retention assessments at Day 4 difficult, and there were no significant group differences. Finally, verbal working memory emerged as a significant moderator of performance on the Naming and Recognition tasks, such that children with DLD and poor verbal working memory had the lowest levels of accuracy.ConclusionsThis study demonstrates that children with DLD struggle with learning novel word forms and meanings, but are unimpaired in their ability to establish new form-referent links. The findings suggest that the word learning deficit may be attributed to problems with encoding, rather than with retention, of new word knowledge; however, further exploration is required given the poor performance of both groups for retention testing. Furthermore, we found evidence that an impaired ability to learn word forms may only be apparent in children who have DLD and low levels of verbal working memory.ImplicationsWhen working with children with DLD, speech-language pathologists should assess word learning using tasks that evaluate the ability to learn word forms, meanings, and form-referent links to develop a profile of individual word learning strengths and weaknesses. Clinicians should also assess verbal working memory to identify children at particular risk of word learning deficits. Future research should explore the notion of optimal intervention intensity for facilitating word learning in children with poor language and verbal working memory. En ligne : http://dx.doi.org/10.1177/23969415211004109 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Word learning and verbal working memory in children with developmental language disorder [Texte imprimé et/ou numérique] / Emily JACKSON, Auteur ; Suze LEITÃO, Auteur ; Mary CLAESSEN, Auteur ; Mark E. BOYES, Auteur . - 23969415211004109. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211004109 Mots-clés : Word learning  vocabulary  verbal working memory  developmental language disorder Index. décimale : PER Périodiques Résumé : Background and aimsPrevious research into word learning in children with developmental language disorder (DLD) indicates that the learning of word forms and meanings, rather than form-referent links, is problematic. This difficulty appears to arise with impaired encoding, while retention of word knowledge remains intact. Evidence also suggests that word learning skills may be related to verbal working memory. We aimed to substantiate these findings in the current study by exploring word learning over a series of days.MethodsFifty children with DLD (mean age 6; 11, 72% male) and 54 age-matched typically developing (TD) children (mean age 6; 10, 56% male) were taught eight novel words across a four-day word learning protocol. Day 1 measured encoding, Days 2 and 3 measured re-encoding, and Day 4 assessed retention. At each day, word learning success was evaluated using Naming, Recognition, Description, and Identification tasks.ResultsChildren with DLD showed comparable performance to the TD group on the Identification task, indicating an intact ability to learn the form-referent links. In contrast, children with DLD performed significantly worse for Naming and Recognition (signifying an impaired ability to learn novel word forms), and for Description, indicating problems establishing new word meanings. These deficits for the DLD group were apparent at Days 1, 2, and 3 of testing, indicating impairments with initial encoding and re-encoding; however, the DLD and TD groups demonstrated a similar rate of learning. All children found the retention assessments at Day 4 difficult, and there were no significant group differences. Finally, verbal working memory emerged as a significant moderator of performance on the Naming and Recognition tasks, such that children with DLD and poor verbal working memory had the lowest levels of accuracy.ConclusionsThis study demonstrates that children with DLD struggle with learning novel word forms and meanings, but are unimpaired in their ability to establish new form-referent links. The findings suggest that the word learning deficit may be attributed to problems with encoding, rather than with retention, of new word knowledge; however, further exploration is required given the poor performance of both groups for retention testing. Furthermore, we found evidence that an impaired ability to learn word forms may only be apparent in children who have DLD and low levels of verbal working memory.ImplicationsWhen working with children with DLD, speech-language pathologists should assess word learning using tasks that evaluate the ability to learn word forms, meanings, and form-referent links to develop a profile of individual word learning strengths and weaknesses. Clinicians should also assess verbal working memory to identify children at particular risk of word learning deficits. Future research should explore the notion of optimal intervention intensity for facilitating word learning in children with poor language and verbal working memory. En ligne : http://dx.doi.org/10.1177/23969415211004109 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

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