A randomized study of parent- versus child-directed intervention for Dutch toddlers with DLD.

Background: Indirect speech and language therapy, such as parent-implemented intervention, has been shown to be an effective approach for young children with speech and language disorders. However, relatively few studies have compared outcomes of parent-directed therapy with child-directed intervention, that is, individual therapy of a child delivered by a speech and language therapist (SLT). Although speech and language therapists (SLTs) regard parental engagement as imperative for successful intervention, currently they predominantly use child-directed intervention.

Effects in language development of young children with language delay during early intervention.

Introduction: In the Netherlands, early language intervention is offered to young children with Language Delay (LD). The intervention combines groupwise language intervention, individual speech and language therapy and parent-implemented language intervention. This study tests the hypothesis that children with LD show progress in their receptive and expressive language during intervention.

Short report: Longitudinal study on emotion understanding in children with and without developmental language disorder.

Background: Children with Developmental Language Disorder (DLD) have difficult access to social interactions, which could in turn limit their opportunities to learn about others' emotions.

Aims: This study aimed to investigate the developmental trajectories of emotion understanding in young children with and without DLD.

Methods And Procedures: 95 DLD children and 149 non-DLD children were tested twice, with an approximately two-year interval (M = 3.

Language development and behaviour problems in toddlers indicated to have a developmental language disorder.

Background: There is empirical evidence that a developmental language disorder (DLD) in early childhood leads to behaviour problems. However, it is still not clear how changes in language proficiency in these children influence the presence of behaviour problems.

Aims: The aim of this study is to examine if changes in language proficiency are related to changes in behaviour problems in toddlers indicated to have DLD.

The Developmental Trajectory of Empathy and Its Association with Early Symptoms of Psychopathology in Children with and without Hearing Loss.

Empathy enables people to share, understand, and show concern for others' emotions. However, this capacity may be more difficult to acquire for children with hearing loss, due to limited social access, and the effect of hearing on empathic maturation has been unexplored. This four-wave longitudinal study investigated the development of empathy in children with and without hearing loss, and how this development is associated with early symptoms of psychopathology.

Parent-implemented early language intervention programme for late talkers: parental communicative behaviour change and child language outcomes at 3 and 4 years of age.

Background: Late language emergence is a risk indicator for developmental language disorder. Parent-implemented early language intervention programmes (parent programmes) have been shown to have positive effects on children's receptive and expressive language skills. However, long-term effectiveness has rarely been studied.

Association of language, behavior, and parental stress in young children with a language disorder.

Background: Several studies show that language problems, child behavior problems, and parental stress can co-occur in children. Still, little is known about how these domains are related in toddlers with a language disorder (LD).

Aims: This study examined relations between language problems, child behaviour problems, and parental stress in toddlers with LD and if these relations differ for children with different types of LD.

Happy faces, sad faces: Emotion understanding in toddlers and preschoolers with language impairments.

Background: The capacity for emotion recognition and understanding is crucial for daily social functioning. We examined to what extent this capacity is impaired in young children with a Language Impairment (LI). In typical development, children learn to recognize emotions in faces and situations through social experiences and social learning.

Children With Cochlear Implants and Their Parents: Relations Between Parenting Style and Children's Social-Emotional Functioning.

Objectives: Parenting a child who has a severe or profound hearing loss can be challenging and at times stressful, and might cause parents to use more adverse parenting styles compared with parents of hearing children. Parenting styles are known to impact children's social-emotional development. Children with a severe to profound hearing loss may be more reliant on their parents in terms of their social-emotional development when compared with their hearing peers who typically have greater opportunities to interact with and learn from others outside their family environment.

Preliminary findings on associations between moral emotions and social behavior in young children with normal hearing and with cochlear implants.

Moral emotions such as shame, guilt and pride are the result of an evaluation of the own behavior as (morally) right or wrong. The capacity to experience moral emotions is thought to be an important driving force behind socially appropriate behavior. The relationship between moral emotions and social behavior in young children has not been studied extensively in normally hearing (NH) children, let alone in those with a hearing impairment.

Emotion understanding in deaf children with a cochlear implant.

It is still largely unknown how receiving a cochlear implant affects the emotion understanding in deaf children. We examined indices for emotion understanding and their associations with communication skills in children aged 2.5-5 years, both hearing children (n = 52) and deaf children with a cochlear implant (n = 57).

Social competence and empathy in young children with cochlear implants and with normal hearing.

Objectives: To examine the levels of social competence and empathic behavior in children with cochlear implants in comparison with normal-hearing children, and to determine whether empathy predicts social competence to the same extent in both groups of children.

Study Design: Retrospective cohort study.

Methods: A total of 150 children (mean age 39 months) participated in the study; 61 with cochlear implants and 89 without hearing loss.

Does hearing lead to understanding? Theory of mind in toddlers and preschoolers with cochlear implants.

Objective: Theory of Mind (ToM) refers to the ability to understand the subjectivity of people's intentions, desires, and beliefs. Research shows that ToM in deaf children is delayed, yet the few studies that examined ToM in deaf children with a cochlear implant (CI) report contradictory results. This study examined multiple aspects of ToM in early-implanted children.

Family counseling in the Netherlands for Turkish-origin parents of deaf children with a cochlear implant.

Cultural elements such as language, beliefs about health, and family context play important roles in the uptake of rehabilitation and treatment of deafness. Because of cultural issues, minority groups often do not receive optimal care. Focusing on the Netherlands, the researchers explored how the rehabilitation and counseling of deaf children of Turkish-origin parents can be improved.

Predicting social functioning in children with a cochlear implant and in normal-hearing children: the role of emotion regulation.

Objective: The purpose of the present study was to compare children with a cochlear implant and normal hearing children on aspects of emotion regulation (emotion expression and coping strategies) and social functioning (social competence and externalizing behaviors) and the relation between emotion regulation and social functioning.

Methods: Participants were 69 children with cochlear implants (CI children) and 67 normal hearing children (NH children) aged 1.5-5 years.

Professional identification of psychosocial problems among children from ethnic minority groups: room for improvement.

Objective: To assess the effectiveness of child health care professionals (CHP) in identifying psychosocial problems among children originating from industrialized and nonindustrialized countries and to assess whether parental concerns enhance CHP problem-identification.

Study Design: During routine well-child visits data were collected from a sample of children aged 5 to 12 years of Dutch, Moroccan, Turkish, Surinam, and Antillean origin (response: 82%). CHP reported on psychosocial problems that they identified in children.

Identification and management of psychosocial problems among toddlers by preventive child health care professionals.

Background: Objective of this study was to assess the degree to which preventive child health professionals (CHPs) identify and act upon psychosocial problems among young toddlers in the general population and to determine the concordance with parent-reported behavioural and emotional problems. Also, associations of psychosocial problems with socio-demographic factors, and (mental) health history of the toddlers were studied.

Methods: CHPs examined a national sample of children aged 14 months and interviewed their parents during the routine health assessments.

Parents' concerns about children are highly prevalent but often not confirmed by child doctors and nurses.

Background: The aim of this study was to assess the prevalence in the general population of parents' concerns about the development of their child, to identify groups at risk and to assess the association between parents' concerns and professional judgement.

Methods: We obtained cross-sectional data on a Dutch nationally representative sample of children aged 14 months, 3 3/4, 5-6 and 8-12 years within the setting of routine well-child visits provided to the entire population. A total of 4,107 participated (response rate 85.

A review of similarities between domain-specific determinants of four health behaviors among adolescents.

Schools are overloaded with health promotion programs that, altogether, focus on a broad array of behavioral domains, including substance abuse, sexuality and nutrition. Although the specific content of programs varies according to the domain focus, programs usually address similar concepts: knowledge, attitudinal beliefs, social influences and skills. This apparent conceptual overlap between behaviors and programs provides opportunities for a transfer-oriented approach which will stimulate students to apply the knowledge and skills they have learned in one domain (e.

Social psychological determinants of the use of performance-enhancing drugs by gym users.

The aim of this study is to identify the social psychological determinants of the use of performance-enhancing drugs by gym users who practice bodybuilding, fitness, powerlifting or combat sports. In this questionnaire-based study, 144 respondents answered questions on their actual use and intention to use such drugs and also on their background characteristics and beliefs, such as their attitudes, social influences and self-efficacy. While all social psychological determinants correlated with intention to use these drugs, the most important predictors were personal norms, beliefs about performance outcomes and the perceived behavior of others.

Continuous admission to primary school and mental health problems.

Background: Younger children in a school class have higher rates of mental health problems if admission to primary school occurs once a year. This study examines whether this relative age effect also occurs if children are admitted to school continuously throughout the year.

Methods: We assessed mental health problems based on parent-reports (using the Child Behavior Checklist, CBCL) and on professional assessments, among two Dutch national samples of in total 12,221 children aged 5-15 years (response rate: 86.

Clustering of health-related behaviors and their determinants: possible consequences for school health interventions.

Characterizing school health promotion is its category-by-category approach, in which each separate health-related behavior is addressed independently. Such an approach creates a risk that extra-curricular activities become overloaded, and that teaching staff are distracted by continuous innovations. Within the health promotion sector there are thus increasing calls for an integrative approach to health-related behaviors.