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dc.contributor.authorHelland, Wenche A
dc.contributor.authorPosserud, Maj-Britt Rocio
dc.contributor.authorLundervold, Astri
dc.date.accessioned2021-04-26T08:55:41Z
dc.date.available2021-04-26T08:55:41Z
dc.date.created2020-12-16T15:33:39Z
dc.date.issued2020
dc.identifier.issn0885-6257
dc.identifier.urihttps://hdl.handle.net/11250/2739500
dc.description.abstractThis longitudinal, population-based study investigated associations between language problems (LP) and emotional and behavioural difficulties (EBD). Parents and teachers gave information about LP and EBD when the children were 7–9 (T1) and 11–13 years old (T2). Self-reports of EBD were included at T2. In line with findings from clinically referred samples, children with LP scored higher than controls on all measures of EBD at both time-points. A subgroup with persistent LP showed more severe EBD than a subgroup with transient LP. Hyperactivity and peer problems at T1 were significantly associated with the risk of persistent LP. Boys in the persistent subgroup had more severe behaviour problems as reported by all informants, whereas self-reports revealed more severe emotional problems in girls with LP. The profound and consistent reports across informants of EBD in children with LP emphasise the importance of providing both mental health and language support in childhood as well as in adolescence. Addressing symptoms associated with Attention Deficit Hyperactivity Disorder and social problems may be of especial importance to improve LP outcome. The complexity of problems encountered underlines the need for a combined expertise and multidisciplinary approach to language impairment in youth.en_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.relation.urihttps://www.tandfonline.com/doi/epub/10.1080/08856257.2020.1857930
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleEmotional and behavioural function in children with language problems- a longitudinal, population- based studyen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.rights.holderCopyright 2020 The Author(s)en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2
dc.identifier.doihttps://doi.org/10.1080/08856257.2020.1857930
dc.identifier.cristin1860640
dc.source.journalEuropean Journal of Special Needs Educationen_US
dc.identifier.citationEuropean Journal of Special Needs Education, 2020.en_US


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal