10.23641/asha.12142059.v1
Claire L. Forrest
Claire L.
Forrest
Jenny L. Gibson
Jenny L.
Gibson
Sarah L. Halligan
Sarah L.
Halligan
Michelle C. St Clair
Michelle C.
St Clair
Emotion regulation and psychosocial difficulties (Forrest et al., 2020)
ASHA journals
2020
language
emotion
social
adolescents
teens
regulation
peer
relationships
at risk
difficulty
cohort
Millennium Cohort Study
developmental language disorder
longitudinal
general population
children
early
socioemotional
predict
development
cross-lagged analysis
emotion regulation
relationship
expressive
receptive
impairment
communication
anxiety
depression
friendship
evidence
association
prediction
intervention
social adaptation model
Language
Language in Culture and Society (Sociolinguistics)
2020-04-21 20:47:23
Journal contribution
https://asha.figshare.com/articles/journal_contribution/Emotion_regulation_and_psychosocial_difficulties_Forrest_et_al_2020_/12142059
<div><b>Purpose: </b>Adolescents with a history of language difficulties are at risk for increased social and emotional difficulties; however, the pathways involved are unclear. We examine the contribution of poor emotion regulation by comparing longitudinal data from children at risk of developmental language disorder (rDLD) and the general population.</div><div><b>Method: </b>Data from the Millennium Cohort Study were analyzed at ages 3, 5, 7, 11, and 14 years. The rDLD group (children with parent-reported difficulties and/or a score of −1.5 <i>SD</i>s on the Naming Vocabulary subtest at age 5 years) was compared to a general population group on parent reports of emotion regulation, peer problems, and emotional problems.</div><div><b>Results: </b>In line with the established literature, increased socioemotional problems in individuals with language difficulties were reported. Poor emotion regulation consistently predicted subsequent peer and emotional problems throughout development in both groups. Stronger cross-lag effects were found in the rDLD group for poor emotion regulation at age 3 years predicting age 5 years emotional problems and age 5 years emotional problems predicting age 7 years emotion regulation difficulties. Stronger reciprocal cross-lag effects were also observed in the rDLD group between peer and emotional problems at ages 3 and 5 years. No significant group differences were found in adolescence.</div><div><b>Conclusions:</b> Poor emotion regulation makes a small but significant contribution to later peer and emotional difficulties, and this relationship is stronger in children at rDLD. Early reciprocal peer and emotional difficulties are also stronger in the rDLD group, but these effects dissipate in midchildhood. Nevertheless, the consistent relationship between early emotion regulation difficulties and socioemotional problems throughout development warrants further investigation in individuals with lower language skills.</div><div><br></div><div><div><b>Supplemental Material S1.</b> Comparison between risk of developmental language disorder group (rDLD) and subgroups of rDLD naming vocabulary (rDLD NV) and rDLD parent report (rDLD PR) and general population group (GP). </div><div><br></div><div><b>Supplemental Material S2. </b>Study sample details. </div><div><br></div><div><b>Supplemental Material S3. </b>Imputation predictors for each outcome variable. </div></div><div><br></div><div>Forrest, C. L., Gibson, J. L., Halligan, S. L., & St Clair, M. C. (2020). A cross-lagged analysis of emotion regulation, peer problems, and emotional problems in children with and without early language difficulties: Evidence from the Millennium Cohort Study. <i>Journal of Speech, Language, and Hearing Research.</i> Advance online publication. https://doi.org/10.1044/2020_JSLHR-19-00188</div>