Language difficulties and internalizing problems: Bidirectional associations from 18 months to 8 years among boys and girls / Siri Saugestad HELLAND in Development and Psychopathology, 30-4 (October 2018)  

Public ISBD [article]  inDevelopment and Psychopathology > 30-4 (October 2018) . - p.1239-1252 Titre : Language difficulties and internalizing problems: Bidirectional associations from 18 months to 8 years among boys and girls Type de document : Texte imprimé et/ou numérique Auteurs : Siri Saugestad HELLAND, Auteur ; Espen RØYSAMB, Auteur ; Mari Vaage WANG, Auteur ; Kristin GUSTAVSON, Auteur Article en page(s) : p.1239-1252 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Studies have shown that early language difficulties are associated with later internalizing problems. Less is known about the nature of the association: the bidirectional relationship over time, the role of different types of language difficulties, and gender differences. The present study examined bidirectional longitudinal associations between parent-rated language difficulties and internalizing problems in a four-wave cross-lagged model from 18 months to 8 years. Data from the Norwegian Mother and Child Cohort Study were used (N = 114,000). Gender-specific dichotomized language variables were created, and associations were investigated uniquely for boys and girls. Logistic regression analyses showed that all cross-lagged associations from 18 months to 5 years were significant for girls (odds ratios [ORs] = 1.48–1.94). For boys, only internalizing problems at 3 years predicted change in language difficulties (OR = 2.33). From 5 to 8 years, the cross-lagged associations between semantic language difficulties and internalizing problems were significant and strong for girls (ORs = 1.92–2.97) and nonsignificant for boys. The results suggest that the associations between language difficulties and internalizing problems are bidirectional from an early age, and that girls are especially vulnerable for developing co-occurring language difficulties and internalizing problems during the years of transition to school. En ligne : http://dx.doi.org/10.1017/S0954579417001559 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Language difficulties and internalizing problems: Bidirectional associations from 18 months to 8 years among boys and girls [Texte imprimé et/ou numérique] / Siri Saugestad HELLAND, Auteur ; Espen RØYSAMB, Auteur ; Mari Vaage WANG, Auteur ; Kristin GUSTAVSON, Auteur . - p.1239-1252. Langues : Anglais (eng) in Development and Psychopathology > 30-4 (October 2018) . - p.1239-1252 Index. décimale : PER Périodiques Résumé : Studies have shown that early language difficulties are associated with later internalizing problems. Less is known about the nature of the association: the bidirectional relationship over time, the role of different types of language difficulties, and gender differences. The present study examined bidirectional longitudinal associations between parent-rated language difficulties and internalizing problems in a four-wave cross-lagged model from 18 months to 8 years. Data from the Norwegian Mother and Child Cohort Study were used (N = 114,000). Gender-specific dichotomized language variables were created, and associations were investigated uniquely for boys and girls. Logistic regression analyses showed that all cross-lagged associations from 18 months to 5 years were significant for girls (odds ratios [ORs] = 1.48–1.94). For boys, only internalizing problems at 3 years predicted change in language difficulties (OR = 2.33). From 5 to 8 years, the cross-lagged associations between semantic language difficulties and internalizing problems were significant and strong for girls (ORs = 1.92–2.97) and nonsignificant for boys. The results suggest that the associations between language difficulties and internalizing problems are bidirectional from an early age, and that girls are especially vulnerable for developing co-occurring language difficulties and internalizing problems during the years of transition to school. En ligne : http://dx.doi.org/10.1017/S0954579417001559 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

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