Gough Kenyon Sheila M, Palikara Olympia, Lucas Rebecca M
Department of Psychology, University of Roehampton, London, United Kingdom.
Department of Education Studies, University of Warwick, Coventry, United Kingdom.
Front Psychol. 2021 Mar 11;12:629577. doi: 10.3389/fpsyg.2021.629577. eCollection 2021.
Research on adolescent wellbeing in Developmental Language Disorder (DLD) has previously been examined through measures of parent (proxy) or self-reported wellbeing, but never has a study included both and enabled comparison between the two. The current study reports parent and self rated wellbeing of adolescents with DLD and Low Language (LL) ability, as well as their typically developing (TD) peers. It also examines consistency between raters and factors influencing correspondence. Adolescents aged 10-11 with DLD ( = 30), LL ( = 29) or TD ( = 48) were recruited from eight UK primary schools. A battery of standardized language, psychosocial and wellbeing assessments, including the KIDSCREEN-27 were administered. Adolescent ratings of wellbeing were similar across groups on three of the five wellbeing dimensions, but those with DLD had lower self-reported Autonomy and Parental Relations than their TD peers, and both the DLD and LL group had lower School Environment scores than their TD peers. By parental report, the DLD and LL group were considered to have lower wellbeing on all five wellbeing dimensions relative to their TD peers. Paired sample -test analyses indicated a high level of variance between parent and adolescent reported wellbeing for multiple wellbeing domains, especially Psychological Wellbeing. Importantly, predictors of the level of agreement between parent and adolescent reported psychological wellbeing differed between groups: cognitive reappraisal and sociability predicted this level of agreement for adolescents with LL, while social competence predicted agreement in DLD and TD. This study emphasizes the necessity of allowing adolescents of all language abilities to report their own wellbeing, as their perspective does not align with that of their parents. It also highlights the importance of including the full spectrum of need when investigating the impact of language ability on consistency between proxy and self-reported wellbeing.
此前，关于发育性语言障碍（DLD）青少年福祉的研究是通过家长（代理）或自我报告的福祉衡量指标进行的，但从未有研究同时纳入这两者并对两者进行比较。本研究报告了患有DLD和低语言（LL）能力的青少年及其发育正常（TD）的同龄人家长和自我评定的福祉情况。它还研究了评分者之间的一致性以及影响一致性的因素。从英国八所小学招募了10 - 11岁患有DLD（n = 30）、LL（n = 29）或TD（n = 48）的青少年。进行了一系列标准化的语言、心理社会和福祉评估，包括儿童生活质量量表（KIDSCREEN - 27）。在五个福祉维度中的三个维度上，各群体青少年的福祉评分相似，但患有DLD的青少年自我报告的自主性和亲子关系得分低于其发育正常的同龄人，并且DLD组和LL组的学校环境得分均低于其发育正常的同龄人。根据家长报告，相对于发育正常的同龄人，DLD组和LL组在所有五个福祉维度上的福祉水平都较低。配对样本t检验分析表明，在多个福祉领域，家长和青少年报告的福祉之间存在很大差异，尤其是心理健康方面。重要的是，家长和青少年报告的心理健康一致性水平的预测因素在不同群体之间有所不同：认知重新评价和社交能力预测了LL青少年的这种一致性水平，而社交能力预测了DLD组和TD组的一致性。本研究强调了让所有语言能力的青少年报告自己福祉的必要性，因为他们的观点与父母的观点不一致。它还强调了在研究语言能力对代理报告和自我报告的福祉之间一致性的影响时，纳入全面需求范围的重要性。
