Camouflaging in Developmental Language Disorder: The Views of Speech and Language Pathologists and Parents.

IF 0.7 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly Pub Date : 2023-08-01 DOI:10.1177/15257401221120937

Hannah M Hobson, Annabel Lee

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引用次数: 3

Abstract

The term camouflaging describes behaviors that cover up neurodivergent difficulties. While researched in autism, camouflaging has received no systematic study in other conditions affecting communication, including developmental language disorder (DLD). This study explored camouflaging in DLD, drawing on the experience and expertise of speech and language pathologists and parents of children with DLD. Using a qualitative descriptive design, we interviewed six speech and language pathologists and six parents of children with DLD. The inductive thematic analysis considered three broad topic areas: What camouflaging behaviors do children with DLD do, the impacts of camouflaging, and what factors are associated with camouflaging. Camouflaging took a range of forms, with eight common presentations identified. Camouflaging reportedly delayed recognition of children's language needs and affected interventions. Camouflaging reportedly impacted children's exhaustion, mental health, self-esteem, personality, friendships, and how others view them. Research characterizing camouflaging in DLD could help reduce the underdetection of children's language needs.

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发展性语言障碍的伪装:语言病理学家和家长的观点。

“伪装”一词描述的是掩盖神经分化困难的行为。虽然对自闭症进行了研究，但在其他影响交流的情况下，包括发育性语言障碍(DLD)，伪装还没有得到系统的研究。本研究利用言语和语言病理学家以及DLD儿童家长的经验和专业知识，探讨了DLD中的伪装。采用定性描述设计，我们采访了6位言语和语言病理学家和6位DLD儿童的父母。归纳主题分析考虑了三个广泛的主题领域:DLD儿童有什么伪装行为，伪装的影响，以及与伪装相关的因素。伪装采取了一系列形式，确定了八种常见的表现形式。据报道，伪装延迟了对儿童语言需求的识别，并影响了干预。据报道，伪装会影响孩子们的疲惫、心理健康、自尊、个性、友谊以及别人对他们的看法。研究DLD中伪装的特征可以帮助减少对儿童语言需求的忽视。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Communication Disorders Quarterly REHABILITATION-

CiteScore

1.90

自引率

0.00%

发文量

期刊介绍： Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.