{"title":"评估学龄前儿童语言发育障碍与抑郁症状之间的关联。","authors":"Zehra Koyuncu, Neslihan Zabcı, Meryem Seçen Yazıcı, Tuncay Sandıkçı, Halide Çetin Kara, Burak Doğangün","doi":"10.1080/21622965.2024.2385659","DOIUrl":null,"url":null,"abstract":"<p><p>This study aims to investigate the association between developmental language disorder (DLD) and depressive symptoms in preschool-aged children, building upon previous research that has demonstrated emotional difficulties in children with DLD. Forty-one children with DLD or children at risk for DLD (DLD group) and 41 children with typical language development (TLD) were included in this study. Language development was evaluated using the TEDIL test which is a Turkish adaptation of the Test of Early Language Development-3. Auto acoustic Emissions Testing and Immittance-Metric Assessment were used to exclude children with hearing impairment. Developmental delays were excluded by Denver Developmental Screening Test II. Mothers filled out the Sociodemographic Data Form and the Child Depressive Symptoms Assessment Scale. The results demonstrate that children in DLD group scored significantly higher on the Child Depressive Symptoms Assessment Scale, manifesting increased levels of aggression, separation anxiety, impulsivity, hyperactivity, and encountering greater social adaptation difficulties and deterioration in cognitive processes than TLD. Multivariate regression analysis suggests that increased impulsivity and hyperactivity, alongside social and cognitive challenges, are predictors of DLD. The study concludes that depressive symptoms are more prevalent in children in DLD group than in their typically developing counterparts. These findings underscore the necessity for targeted psychiatric and pedagogical interventions, as well as individualized educational programs that cater to the socio-emotional and cognitive needs of children with DLD.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-10"},"PeriodicalIF":1.4000,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Evaluating the association between developmental language disorder and depressive symptoms in preschool children.\",\"authors\":\"Zehra Koyuncu, Neslihan Zabcı, Meryem Seçen Yazıcı, Tuncay Sandıkçı, Halide Çetin Kara, Burak Doğangün\",\"doi\":\"10.1080/21622965.2024.2385659\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>This study aims to investigate the association between developmental language disorder (DLD) and depressive symptoms in preschool-aged children, building upon previous research that has demonstrated emotional difficulties in children with DLD. Forty-one children with DLD or children at risk for DLD (DLD group) and 41 children with typical language development (TLD) were included in this study. Language development was evaluated using the TEDIL test which is a Turkish adaptation of the Test of Early Language Development-3. Auto acoustic Emissions Testing and Immittance-Metric Assessment were used to exclude children with hearing impairment. Developmental delays were excluded by Denver Developmental Screening Test II. Mothers filled out the Sociodemographic Data Form and the Child Depressive Symptoms Assessment Scale. The results demonstrate that children in DLD group scored significantly higher on the Child Depressive Symptoms Assessment Scale, manifesting increased levels of aggression, separation anxiety, impulsivity, hyperactivity, and encountering greater social adaptation difficulties and deterioration in cognitive processes than TLD. Multivariate regression analysis suggests that increased impulsivity and hyperactivity, alongside social and cognitive challenges, are predictors of DLD. The study concludes that depressive symptoms are more prevalent in children in DLD group than in their typically developing counterparts. These findings underscore the necessity for targeted psychiatric and pedagogical interventions, as well as individualized educational programs that cater to the socio-emotional and cognitive needs of children with DLD.</p>\",\"PeriodicalId\":8047,\"journal\":{\"name\":\"Applied Neuropsychology: Child\",\"volume\":\" \",\"pages\":\"1-10\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-07-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Applied Neuropsychology: Child\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/21622965.2024.2385659\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"CLINICAL NEUROLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Applied Neuropsychology: Child","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/21622965.2024.2385659","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"CLINICAL NEUROLOGY","Score":null,"Total":0}
引用次数: 0
摘要
本研究旨在调查学龄前儿童发育性语言障碍(DLD)与抑郁症状之间的关联,在以往研究的基础上进一步研究发育性语言障碍儿童的情绪障碍。本研究共纳入 41 名患有发育性语言障碍或面临发育性语言障碍风险的儿童(DLD 组)和 41 名具有典型语言发育(TLD)的儿童。该测试是根据土耳其早期语言发展测试-3(Test of Early Language Development-3)改编的。在排除听力障碍儿童时,使用了自声发射测试和阈值评估。丹佛发育筛查测试 II 用于排除发育迟缓的儿童。母亲填写了社会人口数据表和儿童抑郁症状评估量表。结果表明,DLD 组儿童在儿童抑郁症状评定量表中的得分明显高于 TLD 组儿童,他们的攻击性、分离焦虑、冲动、多动、社会适应困难和认知过程退化的程度也高于 TLD 组儿童。多变量回归分析表明,冲动和多动的增加以及社会和认知方面的挑战是预测 DLD 的因素。研究得出结论,与发育正常的儿童相比,DLD 组儿童的抑郁症状更为普遍。这些研究结果突出表明,有必要采取有针对性的心理和教学干预措施,以及个性化的教育计划,以满足 DLD 儿童的社会情感和认知需求。
Evaluating the association between developmental language disorder and depressive symptoms in preschool children.
This study aims to investigate the association between developmental language disorder (DLD) and depressive symptoms in preschool-aged children, building upon previous research that has demonstrated emotional difficulties in children with DLD. Forty-one children with DLD or children at risk for DLD (DLD group) and 41 children with typical language development (TLD) were included in this study. Language development was evaluated using the TEDIL test which is a Turkish adaptation of the Test of Early Language Development-3. Auto acoustic Emissions Testing and Immittance-Metric Assessment were used to exclude children with hearing impairment. Developmental delays were excluded by Denver Developmental Screening Test II. Mothers filled out the Sociodemographic Data Form and the Child Depressive Symptoms Assessment Scale. The results demonstrate that children in DLD group scored significantly higher on the Child Depressive Symptoms Assessment Scale, manifesting increased levels of aggression, separation anxiety, impulsivity, hyperactivity, and encountering greater social adaptation difficulties and deterioration in cognitive processes than TLD. Multivariate regression analysis suggests that increased impulsivity and hyperactivity, alongside social and cognitive challenges, are predictors of DLD. The study concludes that depressive symptoms are more prevalent in children in DLD group than in their typically developing counterparts. These findings underscore the necessity for targeted psychiatric and pedagogical interventions, as well as individualized educational programs that cater to the socio-emotional and cognitive needs of children with DLD.
期刊介绍:
Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.