Speech comprehension and emotional/behavioral problems in children with specific language impairment (SLI) [Razumijevanje govora i problemi emocija/ponašanja predškolske djece s posebnim jezičnim teškoćama]

Gregl, Ana and Kirigin, Marin and Bilać, Snježana and Sućeska Ligutić, Radojka and Jakšić, Nenad and Jakovljević, Miro (2014) Speech comprehension and emotional/behavioral problems in children with specific language impairment (SLI) [Razumijevanje govora i problemi emocija/ponašanja predškolske djece s posebnim jezičnim teškoćama]. Collegium Antropologicum, 38 (3). pp. 871-877. ISSN 0350-6134

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Abstract

This research aims to investigate differences in speech comprehension between children with specific language impairment (SLI) and their developmentally normal peers, and the relationship between speech comprehension and emotional/behavioral problems on Achenbach's Child Behavior Checklist (CBCL) and Caregiver Teacher's Report Form (C-TRF) according to the DSMIV The clinical sample comprised 97preschool children with SLI, while the peer sample comprised 60 developmentally normal preschool children. Children with SLI had significant delays in speech comprehension and more emotional/behavioral problems than peers. In children with SLI, speech comprehension significantly correlated with scores on Attention Deficit/Hyperactivity Problems (CBCL and C-TRF), and Pervasive Developmental Problems scales (CBCL)(p<0.05). In the peer sample, speech comprehension significantly correlated with scores on Affective Problems and Attention Deficit/Hyperactivity Problems (C-TRF) scales. Regression analysis showed that 12.8% of variance in speech comprehension is saturated with 5 CBCL variables, of which Attention Deficit/Hyperactivity (beta = -0.281) and Pervasive Developmental Problems (beta = -0.280) are statistically significant (p < 0.05). In the reduced regression model Attention Deficit/Hyperactivity explains 7.3% of the variance in speech comprehension, (beta = -0.270, p < 0.01). It is possible that, to a certain degree, the same neurodevelopmental process lies in the background of problems with speech comprehension, problems with attention and hyperactivity, and pervasive developmental problems. This study confirms the importance of triage for behavioral problems and attention training in the rehabilitation of children with SLI and children with normal language development that exhibit ADHD symptoms.

Abstract in Croatian

Cilj ove studije je bio istražiti razlike u razumijevanju govora djece s jezičnim teškoćama (PJT) i djece normalnog razvoja, te ga usporediti s emocionalnim teškoćama i teškoćama ponašanja na Achenbachovim ljestvicama prema DSM IV kriteriju (engl. Child Behavior Checklist (CBCL) i Caregiver Teacher’s Report Form (C-TRF). Klinički uzorak je obuhvaćao 97 predškolske djece sa PJT i 60 djece iz redovnog vrtića. Djeca s PJT su pokazala značajno kašnjenje u jezičnom razumijevanju i emocionalnim, odnosno teškoćama ponašanja. U uzorku djece s PJT, jezično razumijevanje je značajno povezano s teškoćama pažnje/ hiperaktivnošću (na CBCL i C-TRF) i pervazivnim razvojnim teškoćama (CBCL), uz p<0,05. U usporednom uzorku, razumijevanje govora je značajno negativno povezano s afektivnim teškoćama i teškoćama pažnje/ hiperaktivnošću (C-TRF). Regresijska analiza je pokazala da je 12,8% varijance u varijabli razumijevanje govora djece s PJT saturirano s varijablama: teškoće pažnje/hiperaktivnosti (β=–0,281) i pervazivnim razvojnim teškoćama (β=–0,280) uz p<0,05. U reduciranom modelu teškoće pažnje/hiperaktivnosti objašnjavaju 7,3% varijance razumijevanja govora (β =–0,270, p<0,01). Prema rezultatima, može se zaključiti da u određenoj mjeri isti neurorazvojni procesi maturacije leže u pozadini teškoća pažnje/hiperaktivnosti i pervazivnih razvojnih teškoća. Ova studija potvrđuje važnost trijaže emocionalnih i teškoća ponašanja i potrebe treninga pažnje u rehabilitaciji kako djece sa PJT, tako i djece urednog jezičnog razvoja, ali s ADHD simptomima.

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