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Play and Prosociality Are Associated with Fewer Externalizing Problems in Children with Developmental Language Disorder: The Role of Early Language and Communication Environment

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Title: Play and Prosociality Are Associated with Fewer Externalizing Problems in Children with Developmental Language Disorder: The Role of Early Language and Communication Environment
Language: English
Authors: Toseeb, Umar (ORCID 0000-0002-7536-2722), Gibson, Jenny L. (ORCID 0000-0002-6172-6265), Newbury, Dianne F. (ORCID 0000-0002-9557-268X), Orlik, Witold, Durkin, Kevin (ORCID 0000-0002-6167-3407), Pickles, Andrew (ORCID 0000-0003-1283-0346), Conti-Ramsden, Gina (ORCID 0000-0003-0235-7209)
Source: International Journal of Language & Communication Disorders. Jul-Aug 2020 55(4):583-602.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 20
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Play, Prosocial Behavior, Correlation, Behavior Problems, Language Impairments, Developmental Disabilities, Emotional Problems, Interpersonal Competence, Friendship, Language Acquisition, Social Development, Children
DOI: 10.1111/1460-6984.12541
ISSN: 1368-2822
Abstract: Background: Children with developmental language disorder (DLD) are at higher risk of poorer mental health compared with children without DLD. There are, however, considerable individual differences that need to be interpreted, including the identification of protective factors. Aims: Pathways from the early language and communication environment (ELCE, 1-2 years) to internalizing (peer and emotional problems) and externalizing (conduct problems and hyperactivity) problems in middle childhood (11 years) were mapped using structural equation modelling. Specifically, the role of indirect pathways via social skills (friendships, play and prosociality) in childhood (7-9 years) was investigated. Methods & Procedures: Secondary analysis of existing data from the Avon Longitudinal Study of Parents and Children (ALSPAC) was undertaken. The study sample consisted of 6531 children (394 with DLD). Outcomes & Results: The pathways from the ELCE to internalizing and externalizing problems were similar for children with and without DLD. For both groups, a positive ELCE was associated with more competent social play and higher levels of prosociality in childhood, which in turn were associated with fewer externalizing problems in middle childhood. Furthermore, better friendships and higher levels of prosociality in childhood were both associated with fewer internalizing problems in middle childhood. Conclusions & Implications: A child's ELCE is potentially important not only for the development of language but also for social development. Furthermore, in the absence of adequate language ability, play and prosocial behaviours may allow children with DLD to deploy, practise and learn key social skills, thus protecting against externalizing problems. We suggest that consideration be given to play- and prosociality-based educational and therapeutic services for children with DLD.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1259900
Database: ERIC
FullText Text:
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  Data: Play and Prosociality Are Associated with Fewer Externalizing Problems in Children with Developmental Language Disorder: The Role of Early Language and Communication Environment
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Toseeb%2C+Umar%22">Toseeb, Umar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7536-2722">0000-0002-7536-2722</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gibson%2C+Jenny+L%2E%22">Gibson, Jenny L.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6172-6265">0000-0002-6172-6265</externalLink>)<br /><searchLink fieldCode="AR" term="%22Newbury%2C+Dianne+F%2E%22">Newbury, Dianne F.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9557-268X">0000-0002-9557-268X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Orlik%2C+Witold%22">Orlik, Witold</searchLink><br /><searchLink fieldCode="AR" term="%22Durkin%2C+Kevin%22">Durkin, Kevin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6167-3407">0000-0002-6167-3407</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pickles%2C+Andrew%22">Pickles, Andrew</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1283-0346">0000-0003-1283-0346</externalLink>)<br /><searchLink fieldCode="AR" term="%22Conti-Ramsden%2C+Gina%22">Conti-Ramsden, Gina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0235-7209">0000-0003-0235-7209</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Language+%26+Communication+Disorders%22"><i>International Journal of Language & Communication Disorders</i></searchLink>. Jul-Aug 2020 55(4):583-602.
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: 20
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  Data: <searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Prosocial+Behavior%22">Prosocial Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Disabilities%22">Developmental Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Problems%22">Emotional Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Friendship%22">Friendship</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink>
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  Data: 10.1111/1460-6984.12541
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  Data: 1368-2822
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Children with developmental language disorder (DLD) are at higher risk of poorer mental health compared with children without DLD. There are, however, considerable individual differences that need to be interpreted, including the identification of protective factors. Aims: Pathways from the early language and communication environment (ELCE, 1-2 years) to internalizing (peer and emotional problems) and externalizing (conduct problems and hyperactivity) problems in middle childhood (11 years) were mapped using structural equation modelling. Specifically, the role of indirect pathways via social skills (friendships, play and prosociality) in childhood (7-9 years) was investigated. Methods & Procedures: Secondary analysis of existing data from the Avon Longitudinal Study of Parents and Children (ALSPAC) was undertaken. The study sample consisted of 6531 children (394 with DLD). Outcomes & Results: The pathways from the ELCE to internalizing and externalizing problems were similar for children with and without DLD. For both groups, a positive ELCE was associated with more competent social play and higher levels of prosociality in childhood, which in turn were associated with fewer externalizing problems in middle childhood. Furthermore, better friendships and higher levels of prosociality in childhood were both associated with fewer internalizing problems in middle childhood. Conclusions & Implications: A child's ELCE is potentially important not only for the development of language but also for social development. Furthermore, in the absence of adequate language ability, play and prosocial behaviours may allow children with DLD to deploy, practise and learn key social skills, thus protecting against externalizing problems. We suggest that consideration be given to play- and prosociality-based educational and therapeutic services for children with DLD.
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      – SubjectFull: Play
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      – SubjectFull: Prosocial Behavior
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      – SubjectFull: Correlation
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