Stable associations between behavioral problems and language impairments across childhood – The importance of pragmatic language problems

Wenche Andersen Helland,Mikael Heimann,Maj-Britt Posserud,Astri J Lundervold

doi:10.1016/j.ridd.2014.02.016

Abstract

This study investigated language function associated with behavior problems, focusing on pragmatics. Scores on the Children's Communication Checklist Second Edition (CCC-2) in a group of 40 adolescents (12-15 years) identified with externalizing behavior problems (BP) in childhood was compared to the CCC-2 scores in a typically developing comparison group (n=37). Behavioral, emotional and language problems were assessed by the Strengths and Difficulties Questionnaire (SDQ) and 4 language items, when the children in the BP group were 7-9 years (T1). They were then assessed with the SDQ and the CCC-2 when they were 12-15 years (T2). The BP group obtained poorer scores on 9/10 subscales on the CCC-2, and 70% showed language impairments in the clinical range. Language, emotional and peer problems at T1 were strongly correlated with pragmatic language impairments in adolescence. The findings indicate that assessment of language, especially pragmatics, is vital for follow-up and treatment of behavioral problems in children and adolescents.

Highlights

Language is an important tool for social interaction as well as a means to control one’s own and other’s emotions and behaviors
Previous research has shown that in a large population derived sample of 5672 children aged 7–9 years, almost 60% of the children identified with symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) (n = 290) fulfilled the criteria for language impairments compared to 5.7% of the typically developing control group (Helland, Posserud, Helland, Heimann, & Lundervold, 2012)
On the Social Interaction Deviance Composite (SIDC), 13 out of the 28 children in the behavior problems (BP) group identified with communication impairments obtained a score indicating pragmatic impairments that were disproportionate to structural language abilities

Summary

Introduction

Language is an important tool for social interaction as well as a means to control one’s own and other’s emotions and behaviors. Children with language impairments frequently experience behavioral problems, and many children with behavioral problems show language impairments (Gallagher, 1999; Hartas, 2012; Ketelaars, Cuperus, Jansonius, & Verhoeven, 2010). Previous research has shown that in a large population derived sample of 5672 children aged 7–9 years, almost 60% of the children identified with symptoms of ADHD (n = 290) fulfilled the criteria for language impairments compared to 5.7% of the typically developing control group (Helland, Posserud, Helland, Heimann, & Lundervold, 2012). In a clinical sample of 6–15 year old children with Asperger syndrome and children with ADHD, 90.5% and 82.1%, respectively, presented with clinically significant language impairments (Helland, Biringer, Helland, Heiman, 2012)

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Discussion

Conclusion