Concurrent and longitudinal associations of developmental language disorder with peer victimization in adolescence: evidence from a co-twin study / Kate NATION ; Kai Xiang LIM ; Jean-Baptiste PINGAULT ; Lucy BOWES in Journal of Child Psychology and Psychiatry, 65-10 (October 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-10 (October 2024) . - p.1283-1298 Titre : Concurrent and longitudinal associations of developmental language disorder with peer victimization in adolescence: evidence from a co-twin study Type de document : Texte imprimé et/ou numérique Auteurs : Kate NATION, Auteur ; Kai Xiang LIM, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Lucy BOWES, Auteur Article en page(s) : p.1283-1298 Langues : Anglais (eng) Mots-clés : Developmental language disorder  bullying victimization  behavioral genetics  pragmatic language  adolescence Index. décimale : PER Périodiques Résumé : Background Children with developmental language disorder (DLD) experience higher levels of peer victimization than their peers. However, it is not known if such associations reflect genetic and environmental confounding. We used a co-twin control design to investigate the association of language difficulties (DLD and separately poor pragmatic language) with peer victimization and compare the developmental trajectories of peer victimization across adolescence for those with and without language difficulties. Methods Participants were 3,400 pairs of twins in the Twins Early Development Study (TEDS), a UK-based population birth cohort. Language abilities were assessed via online tests at age 11 and peer victimization was self-reported at ages 11, 14 and 16. Language difficulties were defined as language abilities at least ?1.25 SD below the mean of the TEDS sample. We performed linear regressions and latent growth curve modeling at a population level and within monozygotic and same-sex dizygotic twin pairs. Results At population level, youth with DLD experienced higher levels of peer victimization at ages 11 (??=?0.27, 95% Confidence Interval (CI) 0.20?0.35), 14 (??=?0.15, 95% CI 0.03?0.27) and 16 (??=?0.17, 95% CI 0.03?0.32) and a sharper decline in peer victimization between ages 11 and 16 compared to their peers without DLD. The associations between DLD and peer victimization were reduced in strength and not statistically significant in within-twin models. Moreover, there was no difference in the rate of change in peer victimization between twin pairs discordant for DLD. Results were similar for the association of poor pragmatic language with peer victimization. Conclusions Associations between language difficulties (DLD and separately, poor pragmatic language) and peer victimization were confounded by genetic and shared environmental factors. Identifying specific factors underlying these associations is important for guiding future work to reduce peer victimization among adolescents with language difficulties. En ligne : https://doi.org/10.1111/jcpp.13969 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535 [article] Concurrent and longitudinal associations of developmental language disorder with peer victimization in adolescence: evidence from a co-twin study [Texte imprimé et/ou numérique] / Kate NATION, Auteur ; Kai Xiang LIM, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Lucy BOWES, Auteur . - p.1283-1298. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-10 (October 2024) . - p.1283-1298 Mots-clés : Developmental language disorder  bullying victimization  behavioral genetics  pragmatic language  adolescence Index. décimale : PER Périodiques Résumé : Background Children with developmental language disorder (DLD) experience higher levels of peer victimization than their peers. However, it is not known if such associations reflect genetic and environmental confounding. We used a co-twin control design to investigate the association of language difficulties (DLD and separately poor pragmatic language) with peer victimization and compare the developmental trajectories of peer victimization across adolescence for those with and without language difficulties. Methods Participants were 3,400 pairs of twins in the Twins Early Development Study (TEDS), a UK-based population birth cohort. Language abilities were assessed via online tests at age 11 and peer victimization was self-reported at ages 11, 14 and 16. Language difficulties were defined as language abilities at least ?1.25 SD below the mean of the TEDS sample. We performed linear regressions and latent growth curve modeling at a population level and within monozygotic and same-sex dizygotic twin pairs. Results At population level, youth with DLD experienced higher levels of peer victimization at ages 11 (??=?0.27, 95% Confidence Interval (CI) 0.20?0.35), 14 (??=?0.15, 95% CI 0.03?0.27) and 16 (??=?0.17, 95% CI 0.03?0.32) and a sharper decline in peer victimization between ages 11 and 16 compared to their peers without DLD. The associations between DLD and peer victimization were reduced in strength and not statistically significant in within-twin models. Moreover, there was no difference in the rate of change in peer victimization between twin pairs discordant for DLD. Results were similar for the association of poor pragmatic language with peer victimization. Conclusions Associations between language difficulties (DLD and separately, poor pragmatic language) and peer victimization were confounded by genetic and shared environmental factors. Identifying specific factors underlying these associations is important for guiding future work to reduce peer victimization among adolescents with language difficulties. En ligne : https://doi.org/10.1111/jcpp.13969 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535

Do infant vocabulary skills predict school-age language and literacy outcomes? / Fiona J. DUFF in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.848-856 Titre : Do infant vocabulary skills predict school-age language and literacy outcomes? Type de document : Texte imprimé et/ou numérique Auteurs : Fiona J. DUFF, Auteur ; Gurpreet REEN, Auteur ; Kim PLUNKETT, Auteur ; Kate NATION, Auteur Article en page(s) : p.848-856 Langues : Anglais (eng) Mots-clés : Infancy  language  reading  longitudinal studies  family history Index. décimale : PER Périodiques Résumé : Background Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Methods Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Results Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Conclusions Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level – a finding that fits well with the observation that the majority of ‘late talkers’ resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to be improved when considering family history of language/literacy difficulties alongside infant vocabulary levels. En ligne : http://dx.doi.org/10.1111/jcpp.12378 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Do infant vocabulary skills predict school-age language and literacy outcomes? [Texte imprimé et/ou numérique] / Fiona J. DUFF, Auteur ; Gurpreet REEN, Auteur ; Kim PLUNKETT, Auteur ; Kate NATION, Auteur . - p.848-856. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.848-856 Mots-clés : Infancy  language  reading  longitudinal studies  family history Index. décimale : PER Périodiques Résumé : Background Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Methods Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Results Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Conclusions Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level – a finding that fits well with the observation that the majority of ‘late talkers’ resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to be improved when considering family history of language/literacy difficulties alongside infant vocabulary levels. En ligne : http://dx.doi.org/10.1111/jcpp.12378 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Emotion recognition in faces and the use of visual context Vo in young people with high-functioning autism spectrum disorders / Barry WRIGHT in Autism, 12-6 (November 2008)  

Public ISBD [article]  inAutism > 12-6 (November 2008) . - p.607-626 Titre : Emotion recognition in faces and the use of visual context Vo in young people with high-functioning autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur ; Jeremy N.V. MILES, Auteur ; Kate NATION, Auteur ; Natalie CLARKE, Auteur ; JO JORDAN, Auteur ; Andrew W. YOUNG, Auteur ; Leesa CLARKE, Auteur ; Christine WILLIAMS, Auteur ; Paula J. CLARKE, Auteur Année de publication : 2008 Article en page(s) : p.607-626 Langues : Anglais (eng) Mots-clés : Asperger-syndrome autism central-coherence emotion-recognition facial-expression visual-context Index. décimale : PER Périodiques Résumé : We compared young people with high-functioning autism spectrum disorders (ASDs) with age, sex and IQ matched controls on emotion recognition of faces and pictorial context. Each participant completed two tests of emotion recognition. The first used Ekman series faces. The second used facial expressions in visual context. A control task involved identifying occupations using visual context. The ability to recognize emotions in faces (with or without context) and the ability to identify occupations from context was positively correlated with both increasing age and IQ score. Neither a diagnosis of ASD nor a measure of severity (Autism Quotient score) affected these abilities, except that the participants with ASD were significantly worse at recognizing angry and happy facial expressions. Unlike the control group, most participants with ASD mirrored the facial expression before interpreting it. Test conditions may lead to results different from everyday life. Alternatively, deficits in emotion recognition in high-functioning ASD may be less marked than previously thought. En ligne : http://dx.doi.org/10.1177/1362361308097118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643 [article] Emotion recognition in faces and the use of visual context Vo in young people with high-functioning autism spectrum disorders [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur ; Jeremy N.V. MILES, Auteur ; Kate NATION, Auteur ; Natalie CLARKE, Auteur ; JO JORDAN, Auteur ; Andrew W. YOUNG, Auteur ; Leesa CLARKE, Auteur ; Christine WILLIAMS, Auteur ; Paula J. CLARKE, Auteur . - 2008 . - p.607-626. Langues : Anglais (eng) in Autism > 12-6 (November 2008) . - p.607-626 Mots-clés : Asperger-syndrome autism central-coherence emotion-recognition facial-expression visual-context Index. décimale : PER Périodiques Résumé : We compared young people with high-functioning autism spectrum disorders (ASDs) with age, sex and IQ matched controls on emotion recognition of faces and pictorial context. Each participant completed two tests of emotion recognition. The first used Ekman series faces. The second used facial expressions in visual context. A control task involved identifying occupations using visual context. The ability to recognize emotions in faces (with or without context) and the ability to identify occupations from context was positively correlated with both increasing age and IQ score. Neither a diagnosis of ASD nor a measure of severity (Autism Quotient score) affected these abilities, except that the participants with ASD were significantly worse at recognizing angry and happy facial expressions. Unlike the control group, most participants with ASD mirrored the facial expression before interpreting it. Test conditions may lead to results different from everyday life. Alternatively, deficits in emotion recognition in high-functioning ASD may be less marked than previously thought. En ligne : http://dx.doi.org/10.1177/1362361308097118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643

Eye-movement patterns are associated with communicative competence in autistic spectrum disorders / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.834-842 Titre : Eye-movement patterns are associated with communicative competence in autistic spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Courtenay F. NORBURY, Auteur ; Jon BROCK, Auteur ; Kate NATION, Auteur ; Shiri EINAV, Auteur ; Helen GRIFFITHS, Auteur ; Lucy CRAGG, Auteur Année de publication : 2009 Article en page(s) : p.834-842 Langues : Anglais (eng) Mots-clés : Autism eye-tracking language-impairment social-attention Index. décimale : PER Périodiques Résumé : Background: Investigations using eye-tracking have reported reduced fixations to salient social cues such as eyes when participants with autism spectrum disorders (ASD) view social scenes. However, these studies have not distinguished different cognitive phenotypes. Methods: The eye-movements of 28 teenagers with ASD and 18 typically developing peers were recorded as they watched videos of peers interacting in familiar situations. Within ASD, we contrasted the viewing patterns of those with and without language impairments. The proportion of time spent viewing eyes, mouths and other scene details was calculated, as was latency of first fixation to eyes. Finally, the association between viewing patterns and social-communicative competence was measured. Results: Individuals with ASD and age-appropriate language abilities spent significantly less time viewing eyes and were slower to fixate the eyes than typically developing peers. In contrast, there were no differences in viewing patterns between those with language impairments and typically developing peers. Eye-movement patterns were not associated with social outcomes for either language phenotype. However, increased fixations to the mouth were associated with greater communicative competence across the autistic spectrum. Conclusions: Attention to both eyes and mouths is important for language development and communicative competence. Differences in fixation time to eyes may not be sufficient to disrupt social competence in daily interactions. A multiple cognitive deficit model of ASD, incorporating different language phenotypes, is advocated. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02073.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] Eye-movement patterns are associated with communicative competence in autistic spectrum disorders [Texte imprimé et/ou numérique] / Courtenay F. NORBURY, Auteur ; Jon BROCK, Auteur ; Kate NATION, Auteur ; Shiri EINAV, Auteur ; Helen GRIFFITHS, Auteur ; Lucy CRAGG, Auteur . - 2009 . - p.834-842. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.834-842 Mots-clés : Autism eye-tracking language-impairment social-attention Index. décimale : PER Périodiques Résumé : Background: Investigations using eye-tracking have reported reduced fixations to salient social cues such as eyes when participants with autism spectrum disorders (ASD) view social scenes. However, these studies have not distinguished different cognitive phenotypes. Methods: The eye-movements of 28 teenagers with ASD and 18 typically developing peers were recorded as they watched videos of peers interacting in familiar situations. Within ASD, we contrasted the viewing patterns of those with and without language impairments. The proportion of time spent viewing eyes, mouths and other scene details was calculated, as was latency of first fixation to eyes. Finally, the association between viewing patterns and social-communicative competence was measured. Results: Individuals with ASD and age-appropriate language abilities spent significantly less time viewing eyes and were slower to fixate the eyes than typically developing peers. In contrast, there were no differences in viewing patterns between those with language impairments and typically developing peers. Eye-movement patterns were not associated with social outcomes for either language phenotype. However, increased fixations to the mouth were associated with greater communicative competence across the autistic spectrum. Conclusions: Attention to both eyes and mouths is important for language development and communicative competence. Differences in fixation time to eyes may not be sufficient to disrupt social competence in daily interactions. A multiple cognitive deficit model of ASD, incorporating different language phenotypes, is advocated. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02073.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

A longitudinal investigation of early reading and language skills in children with poor reading comprehension / Kate NATION in Journal of Child Psychology and Psychiatry, 51-9 (September 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-9 (September 2010) . - p.1031-1039 Titre : A longitudinal investigation of early reading and language skills in children with poor reading comprehension Type de document : Texte imprimé et/ou numérique Auteurs : Kate NATION, Auteur ; Joanne COCKSEY, Auteur ; Jo S.H. TAYLOR, Auteur ; Dorothy V. M. BISHOP, Auteur Année de publication : 2010 Article en page(s) : p.1031-1039 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background:  Poor comprehenders have difficulty comprehending connected text, despite having age-appropriate levels of reading accuracy and fluency. We used a longitudinal design to examine earlier reading and language skills in children identified as poor comprehenders in mid-childhood. Method:  Two hundred and forty-two children began the study at age 5. Further assessments of language and reading skill were made at 5.5, 6, 7 and 8 years. At age 8, fifteen children met criteria for being a poor comprehender and were compared to 15 control children both concurrently and prospectively. Results:  Poor comprehenders showed normal reading accuracy and fluency at all ages. Reading comprehension was poor at each time point and, notably, showed minimal increases in raw score between 6 and 8 years. Phonological skills were generally normal throughout, but mild impairments in expressive and receptive language, listening comprehension and grammatical understanding were seen at all ages. Conclusions:  Children identified as poor comprehenders at 8 years showed the same reading profile throughout earlier development. Their difficulties with the non-phonological aspects of oral language were present at school entry and persisted through childhood, showing that the oral language weaknesses seen in poor comprehenders in mid-childhood are not a simple consequence of their reading comprehension impairment. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02254.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] A longitudinal investigation of early reading and language skills in children with poor reading comprehension [Texte imprimé et/ou numérique] / Kate NATION, Auteur ; Joanne COCKSEY, Auteur ; Jo S.H. TAYLOR, Auteur ; Dorothy V. M. BISHOP, Auteur . - 2010 . - p.1031-1039. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-9 (September 2010) . - p.1031-1039 Index. décimale : PER Périodiques Résumé : Background:  Poor comprehenders have difficulty comprehending connected text, despite having age-appropriate levels of reading accuracy and fluency. We used a longitudinal design to examine earlier reading and language skills in children identified as poor comprehenders in mid-childhood. Method:  Two hundred and forty-two children began the study at age 5. Further assessments of language and reading skill were made at 5.5, 6, 7 and 8 years. At age 8, fifteen children met criteria for being a poor comprehender and were compared to 15 control children both concurrently and prospectively. Results:  Poor comprehenders showed normal reading accuracy and fluency at all ages. Reading comprehension was poor at each time point and, notably, showed minimal increases in raw score between 6 and 8 years. Phonological skills were generally normal throughout, but mild impairments in expressive and receptive language, listening comprehension and grammatical understanding were seen at all ages. Conclusions:  Children identified as poor comprehenders at 8 years showed the same reading profile throughout earlier development. Their difficulties with the non-phonological aspects of oral language were present at school entry and persisted through childhood, showing that the oral language weaknesses seen in poor comprehenders in mid-childhood are not a simple consequence of their reading comprehension impairment. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02254.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Sensitivity to eye gaze in autism: Is it normal? Is it automatic? Is it social? / Kate NATION in Development and Psychopathology, 20-1 (Winter 2008)  

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