Relationship between parental reflective functioning and children’s multiple theory of mind in 4- to 7-year-old children with and without developmental language disorder: Parental stress as a mediator / Hsin-Hui LU in Development and Psychopathology, 38-1 (February 2026)  

Public ISBD [article]  inDevelopment and Psychopathology > 38-1 (February 2026) . - p.95-106 Titre : Relationship between parental reflective functioning and children’s multiple theory of mind in 4- to 7-year-old children with and without developmental language disorder: Parental stress as a mediator Type de document : texte imprimé Auteurs : Hsin-Hui LU, Auteur ; Hui-Shan HUANG, Auteur Article en page(s) : p.95-106 Langues : Anglais (eng) Mots-clés : developmental psychopathology emotional understanding mentalisation parenting Index. décimale : PER Périodiques Résumé : Children with developmental language disorder (DLD) often struggle with theory of mind (ToM). This study explored the link between parental reflective functioning (PRF) and children’s ToM, focusing on the mediating role of parental stress (PS). A total of 80 children aged 4–7 years (40 with DLD and 40 with typical language development, TLD) and their parents were included for analysis. Assessments included the WPPSI-IV, NEPSY-II, TEC, and ELT for children and the PRFQ and PSI-SF4 for parents. Results showed that children with DLD performed similarly to their TLD peers in terms of nonverbal intelligence but faced difficulties with cognitive and affective ToM and understanding of emotional terms (UET). Parents of DLD children exhibited low interest and curiosity (PRF components) and high PS, particularly due to dysfunctional interactions and challenging behaviors. Mediation analysis revealed that low parental interest and curiosity negatively affected children’s cognitive ToM and UET through increased PS from dysfunctional interactions. These findings highlight the need for early interventions to enhance ToM in children with DLD and support parents in better understanding and interacting with their child. Such interventions can reduce parent–child stress and promote ToM development of children with DLD, aligning with bioecological models of development. En ligne : https://dx.doi.org/10.1017/S0954579425000215 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Relationship between parental reflective functioning and children’s multiple theory of mind in 4- to 7-year-old children with and without developmental language disorder: Parental stress as a mediator [texte imprimé] / Hsin-Hui LU, Auteur ; Hui-Shan HUANG, Auteur . - p.95-106. Langues : Anglais (eng) in Development and Psychopathology > 38-1 (February 2026) . - p.95-106 Mots-clés : developmental psychopathology emotional understanding mentalisation parenting Index. décimale : PER Périodiques Résumé : Children with developmental language disorder (DLD) often struggle with theory of mind (ToM). This study explored the link between parental reflective functioning (PRF) and children’s ToM, focusing on the mediating role of parental stress (PS). A total of 80 children aged 4–7 years (40 with DLD and 40 with typical language development, TLD) and their parents were included for analysis. Assessments included the WPPSI-IV, NEPSY-II, TEC, and ELT for children and the PRFQ and PSI-SF4 for parents. Results showed that children with DLD performed similarly to their TLD peers in terms of nonverbal intelligence but faced difficulties with cognitive and affective ToM and understanding of emotional terms (UET). Parents of DLD children exhibited low interest and curiosity (PRF components) and high PS, particularly due to dysfunctional interactions and challenging behaviors. Mediation analysis revealed that low parental interest and curiosity negatively affected children’s cognitive ToM and UET through increased PS from dysfunctional interactions. These findings highlight the need for early interventions to enhance ToM in children with DLD and support parents in better understanding and interacting with their child. Such interventions can reduce parent–child stress and promote ToM development of children with DLD, aligning with bioecological models of development. En ligne : https://dx.doi.org/10.1017/S0954579425000215 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Temporal stability of parent-reported behavior problems in late talkers over 2 years: a prospective case-control study from toddlerhood to preschool age / Hsin-Hui LU in Journal of Neurodevelopmental Disorders, 14 (2022)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 14 (2022) Titre : Temporal stability of parent-reported behavior problems in late talkers over 2 years: a prospective case-control study from toddlerhood to preschool age Type de document : texte imprimé Auteurs : Hsin-Hui LU, Auteur ; Jeng-Dau TSAI, Auteur ; Feng-Ming TSAO, Auteur Langues : Anglais (eng) Mots-clés : Case-Control Studies  Child, Preschool  Humans  Infant  Language Development  Language Development Disorders/etiology  Parents  Vocabulary  Behavior problems  Early identification  Late talkers  Temporal stability Index. décimale : PER Périodiques Résumé : BACKGROUND: Late talking (LT) in toddlers is a risk factor for language weakness that may interfere with the development of using language to regulate behavior and emotion and contribute to the development of behavior problems from early childhood. This study examined the temporal stability of parent-reported behavior problems among Mandarin-speaking LT toddlers from ages 2 to 4 in Taiwan. METHODS: Thirty-one LT and 31 typical language development (TLD) toddlers were assessed for their vocabulary production at age 2 with the Words and Sentences Forms of the MacArthur-Bates Communicative Developmental Inventories Toddler Form (Taiwan version). Additionally, participants' receptive and expressive language abilities were assessed using the receptive and expressive language subscales of the Bayley Scales of Infant and Toddler Development, Third Edition. At age 4, the Child Language Disorder Scale-Revised was applied and included the two core subtests for auditory comprehension and expressive communication. At ages 2 and 4 years, behavior problems were assessed with the Child Behavior Checklist. RESULTS: There was a higher percentage of participants with persistent behavior problems among LT toddlers than among TLD toddlers. Moreover, toddlers with larger vocabularies were less likely to develop withdrawal behaviors by preschool age. CONCLUSIONS: This study supported the temporal stability of parent-reported behavior problems among LT toddlers across early childhood. Early identification of and intervention for behavior problems associated with LT in toddlerhood is essential to alleviate their behavior problems later in preschool years. En ligne : https://dx.doi.org/10.1186/s11689-022-09445-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574 [article] Temporal stability of parent-reported behavior problems in late talkers over 2 years: a prospective case-control study from toddlerhood to preschool age [texte imprimé] / Hsin-Hui LU, Auteur ; Jeng-Dau TSAI, Auteur ; Feng-Ming TSAO, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 14 (2022) Mots-clés : Case-Control Studies  Child, Preschool  Humans  Infant  Language Development  Language Development Disorders/etiology  Parents  Vocabulary  Behavior problems  Early identification  Late talkers  Temporal stability Index. décimale : PER Périodiques Résumé : BACKGROUND: Late talking (LT) in toddlers is a risk factor for language weakness that may interfere with the development of using language to regulate behavior and emotion and contribute to the development of behavior problems from early childhood. This study examined the temporal stability of parent-reported behavior problems among Mandarin-speaking LT toddlers from ages 2 to 4 in Taiwan. METHODS: Thirty-one LT and 31 typical language development (TLD) toddlers were assessed for their vocabulary production at age 2 with the Words and Sentences Forms of the MacArthur-Bates Communicative Developmental Inventories Toddler Form (Taiwan version). Additionally, participants' receptive and expressive language abilities were assessed using the receptive and expressive language subscales of the Bayley Scales of Infant and Toddler Development, Third Edition. At age 4, the Child Language Disorder Scale-Revised was applied and included the two core subtests for auditory comprehension and expressive communication. At ages 2 and 4 years, behavior problems were assessed with the Child Behavior Checklist. RESULTS: There was a higher percentage of participants with persistent behavior problems among LT toddlers than among TLD toddlers. Moreover, toddlers with larger vocabularies were less likely to develop withdrawal behaviors by preschool age. CONCLUSIONS: This study supported the temporal stability of parent-reported behavior problems among LT toddlers across early childhood. Early identification of and intervention for behavior problems associated with LT in toddlerhood is essential to alleviate their behavior problems later in preschool years. En ligne : https://dx.doi.org/10.1186/s11689-022-09445-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574

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