Improving social emotional functioning in adolescents with Developmental Language Disorders: A mini review and recommendations

Adolescents with Developmental Language Disorders (DLD) have more difficulties in social emotional functioning than their typically developing peers (TD), such as shyness and anxiety in social situations, fewer peer relations, greater risk of victimization, social isolation and depression. In additi...

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Bibliographic Details
Published in:Frontiers in psychiatry 2022-12, Vol.13, p.966008-966008
Main Authors: Arts, Elke, Orobio de Castro, Bram, Luteijn, Ellen, Elsendoorn, Ben, Vissers, Constance T W M
Format: Article
Language:English
Subjects:
Executive Functioning
language
Psychiatry
self-directed speech
social dialogue
social emotional functioning
Theory of Mind
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Summary:Adolescents with Developmental Language Disorders (DLD) have more difficulties in social emotional functioning than their typically developing peers (TD), such as shyness and anxiety in social situations, fewer peer relations, greater risk of victimization, social isolation and depression. In addition, they are more likely to report higher levels of hyperactivity and conduct problems. These problems derive from a complex interplay between difficulties in language, social communication, underlying cognitive deficits in Theory of Mind (ToM), Executive Functioning (EF) and self-directed speech (SDS). The aim of this mini review is to provide an overview of studies examining the effectiveness of interventions targeting the factors underlying social emotional functioning of school-aged children and adolescents with DLD. We found that studies dedicated to social emotional functioning in school-aged children and adolescents with DLD were relatively scarce. Based on this overview, we give suggestions to improve social emotional functioning in adolescents with DLD. We propose that intervention programs should target the social, linguistic and cognitive functions underlying social emotional functioning and create opportunities to practice these skills in daily, real-life situations with peers.
ISSN:1664-0640
1664-0640
DOI:10.3389/fpsyt.2022.966008