Emotional and Behavioural Problems in Children with Language Impairments and Children with Autism Spectrum Disorders

Autor/inn/en	Charman, Tony; Ricketts, Jessie; Dockrell, Julie E.; Lindsay, Geoff; Palikara, Olympia
Titel	Emotional and Behavioural Problems in Children with Language Impairments and Children with Autism Spectrum Disorders
Quelle	In: International Journal of Language & Communication Disorders, 50 (2015) 1, S.84-93 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12116
Schlagwörter	Pervasive Developmental Disorders; Autism; Emotional Problems; Behavior Problems; Language Impairments; Mainstreaming; Comparative Analysis; Questionnaires; Special Needs Students; Elementary School Students; Hyperactivity; Teacher Surveys; Severity (of Disability); Participant Characteristics; Socioeconomic Status; Intervention; Cohort Analysis; Comorbidity; Middle School Students; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Autismus; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Fragebogen; Sonderpädagogischer Förderbedarf; Hyperaktivität; Schweregrad; Socio-economic status; Sozioökonomischer Status; Kohortenanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Background: Although it is well-established that children with language impairment (LI) and children with autism spectrum disorders (ASD) both show elevated levels of emotional and behavioural problems, the level and types of difficulties across the two groups have not previously been directly compared. Aims: To compare levels of emotional and behavioural problems in children with LI and children with ASD recruited from the same mainstream schools. Methods & Procedures: We measured teacher-reported emotional and behavioural problems using the Strengths and Difficulties Questionnaire (SDQ) in a sample of 5-13-year-old children with LI (N = 62) and children with ASD (N = 42) attending mainstream school but with identified special educational needs. Outcomes & Results: Both groups showed similarly elevated levels of emotional, conduct and hyperactivity problems. The only differences between the LI and ASD groups were on subscales assessing peer problems (which were higher in the ASD group) and prosocial behaviours (which were higher in the LI group). Overall, there were few associations between emotional and behavioural problems and child characteristics, reflecting the pervasive nature of these difficulties in children with LI and children with ASD, although levels of problems were higher in children with ASD with lower language ability. However, in the ASD group only, a measure of family social economic status was associated with language ability and attenuated the association between language ability and emotional and behavioural problems. Conclusions & Implications: Children with LI and children with ASD in mainstream school show similarly elevated levels of emotional and behavioural problems, which require monitoring and may benefit from intervention. Further work is required to identify the child, family and situational factors that place children with LI and children with ASD at risk of emotional and behavioural problems, and whether these differ between the two groups. This work can then guide the application of evidence-based interventions to these children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01