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The role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD.

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Abstract:

BACKGROUND:Many children with neurodevelopmental disorders such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) or developmental language disorder (DLD) have difficulty recognizing and understanding emotions. However, the reasons for these difficulties are currently not well understood. AIMS:To compare the emotion recognition skills of children with neurodevelopmental disorders as well as those children's skills with the skills of their typically developing (TD) age peers. Also, to identify the role of underlying factors in predicting emotion recognition skills. METHODS & PROCEDURES:The 6-10-year-old children (n = 50) who participated in the study had either ASD, ADHD or DLD and difficulties recognizing emotions from face and/or in voice. TD age peers (n = 106) served as controls. Children's skills were tested using six forced-choice tasks with emotional nonsense words, meaningful emotional sentences, the FEFA 2 test, photographs, video clips and a task in which facial expressions and tones of voice had to be matched. Expressive vocabulary, rapid serial naming, auditory and visual working memory and Theory of Mind skills were explored as possible explanatory factors of the emotion recognition difficulties of the diagnosed children. OUTCOMES & RESULTS:Children with ASD, ADHD or DLD did not significantly differ from each other in their linguistic or cognitive skills. Moreover, there were only minor differences between children with these diagnoses in recognizing facial expressions and emotional tone of voice and matching the two. The only significant difference was that children with ADHD recognized facial expressions in photographs better than children with DLD. The participants with diagnoses scored significantly lower than the controls in all but one emotion recognition tasks presented. According to the linear regression analysis, first-order Theory of Mind skills predicted the delay relative to typical development in the recognition of facial expressions in the FEFA 2 test, and expressive vocabulary and working memory skills together predicted the delay in the recognition of emotions in the matching task. CONCLUSIONS & IMPLICATIONS:Children with ASD, ADHD or DLD showed very similar emotion recognition skills and were also found to be significantly delayed in their development of these skills. Some predictive factors related to linguistic and cognitive skills were found for these difficulties. Information about impaired emotion recognition and underlying linguistic and cognitive skills helps to select intervention procedures. Without this information, therapy might unnecessarily focus on only symptoms.

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INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS

INT J LANG COMM DIS
最新影响因子:3.02 期刊ISSN:1368-2822 CiteScore:N/A
出版周期: 是否OA:YES 出版年份:1998

期刊官方网址:http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1460-6984

期刊投稿地址:https://mc.manuscriptcentral.com/tlcd

自引率:4.80% 研究方向:AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-REHABILITATI
出版地区:ENGLAND

SCI期刊coverage:Science Citation Index Expanded(科学引文索引扩展)

NCBI查询:PubMed Central (PMC)链接全文检索(pubmed central)

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INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 期刊简介

英文简介:

Aims and Scope The International Journal of Language & Communication Disorders (IJLCD) is the official journal of the Royal College of Speech & Language Therapists. The Journal welcomes submissions on all aspects of speech, language, communication disorders and speech and language therapy. It provides a forum for the exchange of information and discussion of issues of clinical or theoretical relevance in the above areas. The Journal, established in 1966, publishes a range of articles, including research reports, reviews, discussions and clinical fora, as well as editorials or commentaries commissioned by the editors. Research reports from both quantitative and qualitative frameworks are encouraged but must have appropriate and clear methodology and thoroughly analysed and interpreted results. Abstracting and Indexing Information Abstracts on Hygiene & Communicable Diseases (CABI) Academic Search Alumni Edition (EBSCO Publishing) British Education Index (EBSCO Publishing) CAB Abstracts® (CABI) Current Contents: Social & Behavioral Sciences (Clarivate Analytics) ERIC: Educational Resources Information Center (CSC) Global Health (CABI) Health & Medical Collection (ProQuest) Health Research Premium Collection (ProQuest) Hospital Premium Collection (ProQuest) Linguistics Collection (ProQuest) MLA International Bibliography (MLA) ProQuest Central (ProQuest) ProQuest Central K-253 ProQuest Central K-254 Psychology Database (ProQuest) Science Citation Index Expanded (Clarivate Analytics) Social Science Premium Collection (ProQuest) Social Sciences Citation Index (Clarivate Analytics) Web of Science (Clarivate Analytics)

中文简介:(来自Google、百度翻译)

目标和范围 《国际语言与沟通障碍杂志》(IJLCD)是英国皇家语言与语言治疗学院的官方期刊。该杂志欢迎所有方面的发言,语言,沟通障碍和语言和语言治疗提交。它为交流信息和讨论与上述领域临床或理论相关的问题提供了一个论坛。 该杂志成立于1966年,出版一系列文章,包括研究报告、评论、讨论和临床论坛,以及由编辑委托撰写的社论或评论。鼓励定量和定性框架的研究报告,但必须有适当和明确的方法,并彻底分析和解释结果。

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INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 期刊中科院评价数据

最新中科院分区

大类(学科) 小类(学科) 学科排名
医学 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY(听力与言语-语言病理学) 4区
REHABILITATION(康复学) 4区
16/25
39/65

最新公布的期刊年发文量

年度总发文量 年度论文发表量 年度综述发表量
63 58 5
总被引频次:2052
特征因子:0.002510

影响因子趋势图

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INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 期刊CiteScore评价数据

最新CiteScore值

N/A
=

引文计数(2018)

文献(2015-2017)

=

N/A次引用

N/A篇文献

文献总数(2014-2016):N/A
被引比率:N/A%
SJR:N/A
SCLmago期刊等级衡量经过加权后的期刊受引用次数,引用次数的加权值由施引期刊的学科领域和声望(SJR)决定。
SNIP:N/A
每篇文章中来源出版物的标准化影响将实际受引用情况对照期刊所属学科领域中预期的受引用情况进行衡量。

CiteScore排名

序号 类别 排名 百分位
1
大类(学科):Multidisciplinary 小类(学科):
#0/87 点击查看排名表
0th

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Scopus涵盖范围

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