Universitat de les Illes Balears-Cta. Valldemossa, Km. 7.5-07122 Palma, Spain.
Int J Environ Res Public Health. 2020 Mar 16;17(6):1949. doi: 10.3390/ijerph17061949.
Developmental language disorder (DLD) refers to a language delay in the absence of other underlying causes. Individuals with DLD can also present other problems related to behavioral, scholarly, and emotional aspects of their daily lives because of their language difficulties. Moreover, these difficulties could be influenced by family and socioeconomic characteristics. Twenty-eight bilingual adolescents with and without DLD in typical schools were followed from childhood to adolescence. At age five, language and cognitive variables were assessed. In addition, language, behavior, emotional and school adjustment, and socioeconomic and family aspects were evaluated at age 12. Results reveal that adolescents with DLD show poorer school adjustment and less adaptive skills when evaluated by their tutors, and a larger index of emotional problems when self-assessed. Moreover, family involvement, but not socioeconomic status (SES), emerged as a protective factor since it was related to behavioral, emotional, and school adjustment, a result that was further confirmed by structural equation modeling. Therefore, a more global approach involving individuals, schools and families is needed to provide adolescents with DLD adequate support. It is important to stimulate their social skills and emotional adjustment so they can cope with social difficulties more easily, especially at school.
发展性语言障碍（DLD）是指在不存在其他潜在原因的情况下出现语言延迟。由于语言困难，患有 DLD 的个体在日常生活的行为、学术和情感方面也可能会出现其他问题。此外，这些困难可能会受到家庭和社会经济特征的影响。在典型学校中，对 28 名患有和不患有 DLD 的双语青少年进行了从儿童期到青春期的随访。在五岁时，评估了语言和认知变量。此外，在 12 岁时还评估了语言、行为、情感和学校适应情况，以及社会经济和家庭方面。结果表明，与未患有 DLD 的青少年相比，患有 DLD 的青少年在被导师评估时表现出较差的学校适应能力和较少的适应性技能，且自我评估时表现出更大的情绪问题指数。此外，家庭参与而非社会经济地位（SES）成为保护因素，因为它与行为、情感和学校适应有关，这一结果通过结构方程模型进一步得到证实。因此，需要一种更全面的方法，包括个人、学校和家庭，为患有 DLD 的青少年提供足够的支持。重要的是要激发他们的社交技能和情绪调整，以便他们能够更轻松地应对社交困难，尤其是在学校。
