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Parent-rated socio-emotional development in children with language impairment in comparison with typically developed children
Stockholm University, Faculty of Social Sciences, Department of Psychology. Karolinska Institute, Sweden.
Stockholm University, Faculty of Social Sciences, Department of Psychology.
2014 (English)In: European Journal of Developmental Psychology, ISSN 1740-5629, E-ISSN 1740-5610, Vol. 11, no 3, 279-291 p.Article in journal (Refereed) Published
Abstract [en]

Children with language impairment (LI) and children with typical development (TD) were assessed by their respective parents using The MacArthur Communicative Development Inventories (Swedish version SECDI) and Greenspan Socio Emotional Growth Chart (GSEGC). The aim was to investigate socio-emotional and language development in children with LI and TD with respect to possible differential patterns and relations between the groups. The results highlight a clear association between language and socio-emotional development. Children with LI were rated similar to young language-matched children with TD, but significantly lower relative to age-matched TD children, particularly concerning symbolic stages of development: the use of linguistic symbols as well as related areas such as symbol play and symbolic mental ability. The results are discussed in light of presumable background factors and possible consequences for children or sub-groups of children with LI.

Place, publisher, year, edition, pages
2014. Vol. 11, no 3, 279-291 p.
Keyword [en]
Parent ratings, Socio emotional development, Language impairment
National Category
Psychology
Identifiers
URN: urn:nbn:se:su:diva-103260DOI: 10.1080/17405629.2013.817332ISI: 000333988000001OAI: oai:DiVA.org:su-103260DiVA: diva2:719368
Note

AuthorCount:4;

Available from: 2014-05-23 Created: 2014-05-12 Last updated: 2017-12-05Bibliographically approved

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