engleski

Speech Comprehension and Emotional/Behavioral Problems in Children with Specififi c Language Impairment (SLI)

This research aims to investigate differences in speech comprehension between children with specifi c language impairment (SLI) and their developmentally normal peers, and the relationship between speech comprehension and emotional/ behavioral problems on Achenbach’s Child Behavior Checklist (CBCL) and Caregiver Teacher’s Report Form (C-TRF) according to the DSM IV. The clinical sample comprised 97 preschool children with SLI, while the peer sample comprised 60 developmentally normal preschool children. Children with SLI had signifi cant delays in speech comprehension and more emotional/behavioral problems than peers. In children with SLI, speech comprehension signifi cantly correlated with scores on Attention Defi cit/Hyperactivity Problems (CBCL and C-TRF), and Pervasive Developmental Problems scales (CBCL) (p<0.05). In the peer sample, speech comprehension signifi cantly correlated with scores on Affective Problems and Attention Defi cit/Hyperactivity Problems (C-TRF) scales. Regression analysis showed that 12.8% of variance in speech comprehension is saturated with 5 CBCL variables, of which Attention Defi cit/Hyperactivity (β=– 0.281) and Pervasive Developmental Problems (β=– 0.280) are statistically signifi cant (p<0.05). In the reduced regression model Attention Defi cit/Hyperactivity explains 7.3% of the variance in speech comprehension, (β=–0.270, p<0.01). It is possible that, to a certain degree, the same neurodevelopmental process lies in the background of problems with speech comprehension, problems with attention and hyperactivity, and pervasive developmental problems. This study confi rms the importance of triage for behavioral problems and attention training in the rehabilitation of children with SLI and children with normal language development that exhibit ADHD symptoms.

specific language impairment, SLI, speech comprehension, emotional and behavioral problems, preschool

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