Language Delays and Child Depressive Symptoms: The Role of Early Stimulation in the Home
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| Title: | Language Delays and Child Depressive Symptoms: The Role of Early Stimulation in the Home |
|---|---|
| Language: | English |
| Authors: | Herman, Keith C., Cohen, Daniel, Owens, Sarah, Latimore, Tracey, Reinke, Wendy M., Burrell, Lori, McFarlane, Elizabeth, Duggan, Anne |
| Source: | Grantee Submission. 2016. |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2016 |
| Sponsoring Agency: | Health Resources and Services Administration (HRSA) (DHHS), Maternal and Child Health Bureau (MCHB) |
| Contract Number: | R40MC00029 R40MC00123 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education |
| Descriptors: | Language Impairments, Delayed Speech, Child Language, Depression (Psychology), Symptoms (Individual Disorders), Family Environment, Stimulation, Elementary School Students, Grade 3, Language Skills, Etiology, Intervention, Prevention, At Risk Students, Longitudinal Studies, Children, Measures (Individuals) |
| Geographic Terms: | Hawaii |
| Assessment and Survey Identifiers: | Childrens Depression Inventory |
| DOI: | 10.1007/s11121-016-0647-2 |
| Abstract: | The present study investigated the role of early stimulation in the home and child language delays in the emergence of depressive symptoms. Data were from a longitudinal study of at-risk children in Hawaii (n = 587). Low learning stimulation in the home at age 3 and language delays in first grade both significantly increased risk for child depressive symptoms in third grade. Structural equation modeling supported the hypothesized path models from home learning environment at age 3 to depressive symptoms in third grade controlling for a host of correlated constructs (maternal depression, child temperament, and child internalizing symptoms). Total language skills in the first grade mediated the effect of home learning environment on depressive symptoms. The study and findings fit well with a nurturing environment perspective. Implications for understanding the etiology of child depression and for designing interventions and prevention strategies are discussed. [This is the online version of an article published in "Prevention Science."] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED625995 |
| Database: | ERIC |
| Abstract: | The present study investigated the role of early stimulation in the home and child language delays in the emergence of depressive symptoms. Data were from a longitudinal study of at-risk children in Hawaii (n = 587). Low learning stimulation in the home at age 3 and language delays in first grade both significantly increased risk for child depressive symptoms in third grade. Structural equation modeling supported the hypothesized path models from home learning environment at age 3 to depressive symptoms in third grade controlling for a host of correlated constructs (maternal depression, child temperament, and child internalizing symptoms). Total language skills in the first grade mediated the effect of home learning environment on depressive symptoms. The study and findings fit well with a nurturing environment perspective. Implications for understanding the etiology of child depression and for designing interventions and prevention strategies are discussed. [This is the online version of an article published in "Prevention Science."] |
|---|---|
| DOI: | 10.1007/s11121-016-0647-2 |
