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Behavioral, Emotional and School Adjustment in Adolescents with and without Developmental Language Disorder (DLD) Is Related to Family Involvement

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  • Mario Valera-Pozo

    (Universitat de les Illes Balears-Cta. Valldemossa, Km. 7.5-07122 Palma, Spain)

  • Daniel Adrover-Roig

    (Universitat de les Illes Balears-Cta. Valldemossa, Km. 7.5-07122 Palma, Spain)

  • Josep A. Pérez-Castelló

    (Universitat de les Illes Balears-Cta. Valldemossa, Km. 7.5-07122 Palma, Spain)

  • Victor A. Sanchez-Azanza

    (Universitat de les Illes Balears-Cta. Valldemossa, Km. 7.5-07122 Palma, Spain)

  • Eva Aguilar-Mediavilla

    (Universitat de les Illes Balears-Cta. Valldemossa, Km. 7.5-07122 Palma, Spain)

Abstract

Developmental language disorder (DLD) refers to a language delay in the absence of other underlying causes. Individuals with DLD can also present other problems related to behavioral, scholarly, and emotional aspects of their daily lives because of their language difficulties. Moreover, these difficulties could be influenced by family and socioeconomic characteristics. Twenty-eight bilingual adolescents with and without DLD in typical schools were followed from childhood to adolescence. At age five, language and cognitive variables were assessed. In addition, language, behavior, emotional and school adjustment, and socioeconomic and family aspects were evaluated at age 12. Results reveal that adolescents with DLD show poorer school adjustment and less adaptive skills when evaluated by their tutors, and a larger index of emotional problems when self-assessed. Moreover, family involvement, but not socioeconomic status (SES), emerged as a protective factor since it was related to behavioral, emotional, and school adjustment, a result that was further confirmed by structural equation modeling. Therefore, a more global approach involving individuals, schools and families is needed to provide adolescents with DLD adequate support. It is important to stimulate their social skills and emotional adjustment so they can cope with social difficulties more easily, especially at school.

Suggested Citation

  • Mario Valera-Pozo & Daniel Adrover-Roig & Josep A. Pérez-Castelló & Victor A. Sanchez-Azanza & Eva Aguilar-Mediavilla, 2020. "Behavioral, Emotional and School Adjustment in Adolescents with and without Developmental Language Disorder (DLD) Is Related to Family Involvement," IJERPH, MDPI, vol. 17(6), pages 1-18, March.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:6:p:1949-:d:333255
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    References listed on IDEAS

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    1. Cristina Serna & Isabel Martínez, 2019. "Parental Involvement as a Protective Factor in School Adjustment among Retained and Promoted Secondary Students," Sustainability, MDPI, vol. 11(24), pages 1-16, December.
    2. Monecke, Armin & Leisch, Friedrich, 2012. "semPLS: Structural Equation Modeling Using Partial Least Squares," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 48(i03).
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