Analysis of the correlation between intelligence and social mood for children with expressive language disorder

Abstract

Objective To explore the characteristics and correlation of intelligence development and socioemotional development in 1~3 years old children with expressive language disorder, and provide a basis for early intervention. Methods 125 cases with expressive language disorder(language disorder group) and 126 normal children (normal group) are evaluated in two parts (intelligence and social mood) with 0~6 years old neuropsychological development diagnosis scale and Chinese version of urban infant-toddler social and emotional assessment . Results (1)The scores in language disorder group were lower than normal group in the area of free movements (81.60±10.40 vs 89.62±7.94), adaptability (81.48±10.95 vs 91.25±8.89), language (67.46±7.20 vs 89.13±8.24), social behavior (76.61±9.73 vs 90.12±8.13) and total developmental quotient (80.17±6.39 vs 91.15±6.05) (P<0.05). (2) There were significant differences between language disorder group and normal group in the area of externalizing behavior(56.28±10.15 vs 53.57±7.91), deregulation (56.45±10.61 vs 51.11±9.32) and capabilities(46.79±9.08 vs 51.25±7.47) (P<0.05). The boys’ scores in internalizing behavior were lower than the girls’ (49.19±10.76 vs 54.71±9.90) (P<0.05). (3) The scores of gross motor had positive correlation with externalizing behavior (r=0.220, P<0.05). The scores of language had negative correlation with externalizing behavior and deregulation(r=-0.650, P<0.05; r=-0.470, P<0.05). The scores of social behavior had negative correlation with externalizing behavior (r=-0.208, P<0.05). There was also a negative correlation between total development and deregulation (r=-0.184, P<0.05). (4) Multiple stepwise linear regression results showed that the externalizing behavior domain and mothers’ education could predict 44.1% of variances in the language area. Conclusion The children with expressive language disorder not only show backward in level of language development, but also in the development of other areas, and also bad social behavior and emotional problems. Individualized parenting interventions should be adopted to promote these children’s intelligent development in an all-round way. Key words: Language disorder; Development quotient; Intelligence; Socioemotional