Social-emotional development in children with at risk of developmental language disorder: Relationships with interactional behaviours and language abilities.

Abstract

Purpose: This study aims to examine if children at risk of developmental language disorder show differences in social-emotional competence and/or behavioural problems compared to their typically developing peers. It also investigates the correlation between the interactional behaviours of parents and children and how it relates to the language and social-emotional development of children.

Method: The study included 102 children (51 children at risk of developmental langauge disorder, 51 typically developing peers). All children were aged between 24-36 months. Children's expressive and receptive language abilities, expressive vocabulary, and social-emotional development were evaluated. Parent and child's interactional behaviours, such as parental responsiveness and child's initiation, were assessed during free play.

Result: Children at risk of developmental language disorder demonstrated significantly higher problem behaviours and lower social-emotional competences compared to their typically developing peers. A significant relationship was found between expressive vocabulary and social-emotional competence in the at risk group. It was established that there were some significant correlations between language, social-emotional development, and parent-child interactional behaviours.

Conclusion: This study offers evidence that children at risk of developmental language disorders are at increased risk of having additional emotional and/or behavioural problems. Certain parental interactional behaviours are linked to their children's language and social-emotional development, particularly for typically developing children.