Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article
Übersicht

Psychosoziale Belastungen bei Sprachentwicklungsstörungen

Published Online:May 31, 2016https://doi.org/10.1026/0942-5403/a000198

Abstract

Zusammenfassung. Die umschriebenen Entwicklungsstörungen des Sprechens und der Sprache gehören zu den häufigsten Entwicklungsstörungen. Aufgrund der zentralen Bedeutung sprachlicher Kompetenzen für verschiedene Lebensbereiche beeinträchtigen Sprachentwicklungsstörungen nicht nur die schulische, sondern auch die soziale und emotionale Entwicklung eines Kindes und wirken bis ins Jugend- und Erwachsenenalter hinein. Es folgt eine Übersicht über die psychosozialen Belastungen bei betroffenen Kindern und Jugendlichen sowie ihren Angehörigen. Kinder mit Sprachentwicklungsstörungen tragen ein erhöhtes Risiko für komorbide internalisierende und externalisierende Störungen sowie für Schwierigkeiten mit Gleichaltrigen, die im Jugendalter zunehmend an Bedeutung gewinnen. Eltern von Kindern mit Sprachentwicklungsstörungen weisen im Vergleich zur Allgemeinbevölkerung höhere Stress- und Depressionswerte auf, die insbesondere durch die mangelnde Akzeptanz und Unterstützung durch das soziale Umfeld beeinflusst werden. Es existieren zu wenig therapeutische Angebote, die auf die besondere Situation der Betroffenen angepasst sind. Die Implikationen für Forschung und klinische Praxis werden diskutiert.


Psychosocial Stress at Specific Language Impairment

Abstract. With a prevalence of 5 – 8 %, specific developmental disorders of speech and language are among the most common developmental disorders. Impaired language skills strongly influence other areas of development. Owing to the essential importance of language abilities for different aspects of life, developmental language disorders impair not only the educational but also the social and emotional development of children and they continue into adolescence and adulthood. Not only the affected children and adolescents themselves, but also their families are heavily strained by social impairments and mental health problems. This paper gives an overview of the psychosocial stress in affected children and adolescents and their families. It is assumed that about 30 % of children with developmental language disorders meet other psychiatric diagnoses, too. They are at increased risk for comorbid internalizing and externalizing disorders. Thus, children with developmental language impairments more often show attention deficits, emotional problems, and aggressive behavior. Furthermore, their higher risk for difficulties with peers becomes increasingly more important in adolescence. The affected children and adolescents have difficulties in building friendships and are more often victims of defamation (bullying) than their peers. In comparison with the general population, parents of children with developmental language disorders show higher values in stress and depression. These higher values are particularly affected by the lack of acceptance and support by the social environment. Moreover, mothers of children with developmental language impairments show more disappointment and feelings of aggression based on the developmental problems of their children. Additionally, conflicts occur more frequently in these families. Possible causes of psychosocial stress in developmental language disorders are discussed. For example, possible causes of emotional problems in children with developmental language disorders are difficulties in the control of emotional processes, frequent failure, frustration, a lack of acceptance of schoolmates, low joy for learning, and reduced belief in their own competence. There are not enough therapeutic services adapted to the particular situation of the affected children, and most of them are based on written or oral language. The additional emotional and behavioral problems, as well as problems with peers, in children and adolescents with developmental language disorders require speech therapy as well as psychotherapeutic treatments to ensure optimal support. Moreover, work with parents should be implemented, and parent training appears to be particularly effective. Future research should investigate the association between the severity and extent of symptoms, the psychosocial stress of affected children, and the strain of their parents.

Literatur

  • APA/Falkai et al. (2015). Diagnostische Kritierien DSM-5. Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Backhaus, O., Petermann, F. & Hampel, P. (2010). Effekte des Anti-Stress-Trainings in der Grundschule. Kindheit und Entwicklung, 19, 119 – 128. First citation in articleLink, Google Scholar

  • Beck, L., Kumschick, I. R., Eid, M. & Klann-Delius, G. (2012). Relationship between language competence and emotional competence in middle childhood. Emotion, 12, 503 – 514. First citation in articleCrossref, Google Scholar

  • Beichtman, J. H., Wilson, B., Brownlie, E. B., Walters, H., Inglis, A. & Lancee, W. (1996). Long-term consistency in speech/language profiles: II. Behavioral, emotional, and social outcomes. Journal of the American Academy of Child & Adolescent Psychiatry, 35, 815 – 825. First citation in articleCrossref, Google Scholar

  • Beichtman, J. H., Wilson, B., Johnson, C. J., Atkinson, L., Young, A. & Adlaf, E., et al. (2001). Fourteen-year follow-up of speech/language-impaired and control children: Psychiatric outocme. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 75 – 82. First citation in articleCrossref, Google Scholar

  • Bock, V., Rosanowski, F. & Gräßel, E. (2007). Körperliche Beschwerden bei Müttern von Kindern mit Sprachentwicklungsstörungen. HNO, 55, 653 – 660. First citation in articleCrossref, Google Scholar

  • Botting, N. (2005). Non-verbal cognitive development and language impairment. Journal of Child Psychology and Psychiatry, 46, 317 – 326. First citation in articleCrossref, Google Scholar

  • Botting, N., Simkin, Z. & Conti-Ramsden, G. (2006). Associated reading skills in children with a history of specific language impairment. Reading and Writing, 19, 77 – 98. First citation in articleCrossref, Google Scholar

  • Bradford, E. E. F., Jentzsch, I. & Gomez, J.-C. (2015). From self to social cognition: Theory of Mind mechanisms and their relation to executive functioning. Cognition, 138, 21 – 34. First citation in articleCrossref, Google Scholar

  • Brownlie, E. B., Beitchman, J. H., Escobar, M., Young, A., Atkinson, L. & Johnson, C., et al. (2004). Early language impairment and young adult development an aggressive behavior. Journal of Abnormal Child Psychology, 32, 453 – 467. First citation in articleCrossref, Google Scholar

  • Bruce, B., Thernlund, G. & Nettelbladt, U. (2006). ADHD and language impairment. A study of the parent questionnaire FTF (Five to Fifteen). European Child & Adolescent Psychiatry, 15, 52 – 60. First citation in articleCrossref, Google Scholar

  • Conti-Ramsden, G. & Botting, N. (2008). Emotional health in adolescents with and without a history of specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 49, 516 – 525. First citation in articleCrossref, Google Scholar

  • Conti-Ramsden, G., Mok, P. L. H., Pickles, A. & Durkin, K. (2013). Aldolescents with a history of specific language impairment (SLI): Strenghts and difficulties in social, emotional and behavioral functioning. Research in Developmental Disabilities, 34, 4161 – 4169. First citation in articleCrossref, Google Scholar

  • Cuperus, J., Vugs, B., Scheper, A. & Hendriks, M. (2014). Executive function behaviours in children with specific language impairment (SLI). International Journal of Developmental Disabilities, 60, 132 – 143. First citation in articleCrossref, Google Scholar

  • Dilling, H., Mombour, W. & Schmidt, M. H. (Hrsg.). (2011). Internationale Klassifikation psychischer Störungen: ICD-10 Kapitel V (F); Klinisch-diagnostische Leitlinien (8. überarb. Aufl.). Bern: Huber. First citation in articleGoogle Scholar

  • Durkin, K. & Conti-Ramsden, G. (2007). Language, social behavior, and the quality of friendships in adolescents with and without a history of specific language impairment. Child Development, 78, 1441 – 1457. First citation in articleCrossref, Google Scholar

  • Durkin, K. & Conti-Ramsden, G. (2010). Young people with specific language impairment: A review of social and emotional functioning in adolescence. Child Language Teaching and Therapy, 26, 105 – 121. First citation in articleCrossref, Google Scholar

  • Engelhardt, P. E., Ferreira, F. & Nigg, J. T. (2009). Priming sentence production in adolescents and adults with attentiondeficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 37, 995 – 1006. First citation in articleCrossref, Google Scholar

  • Esser, G. & Petermann, F. (2010). Entwicklungsdiagnostik. Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Gawrilow, G., Petermann, F. & Schuchardt, K. (2013). ADHS im Vorschulalter. Kindheit und Entwicklung, 22, 189 – 192. First citation in articleLink, Google Scholar

  • Gerdes, A. C., Hoza, B., Arnold, L. E., Pelham, W. E., Swanson, J. M. & Wigal, T., et al. (2007). Maternal depressive symptomatology and parenting behavior: Exploration of possible mediators. Journal of Abnormal Child Psychology, 35, 705 – 714. First citation in articleCrossref, Google Scholar

  • Glascoe, F. P. & Leew, S. (2010). Parenting behaviors, perception, and psychosocial risk: Impacts on young children‘s development. Pediatrics, 125, 313 – 319. First citation in articleCrossref, Google Scholar

  • Glück, C. W. (2007). Pragmatische Störungen bei Kindern und Jugendlichen. In H. Schöler & A. Welling (Hrsg.), Sonderpädagogik der Sprache (S. 247 – 253). Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Goodman, R. (1997). Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581 – 586. First citation in articleCrossref, Google Scholar

  • Graf, F., Grumm, M., Hein, S. & Fingerle, M. (2012). Elterliches Kompetenzgefühl als Mediator zwischen wahrgenommenem kindlichen Problemverhalten und Erwartungen an ein Elterntraining. Kindheit und Entwicklung, 21, 114 – 121. First citation in articleLink, Google Scholar

  • Gräßel, E., Bock, V. & Rosanowski, F. (2007). Bedingungen des Erlebens der Mütter von Kindern mit Sprachentwicklungsstörungen. HNO, 55, 575 – 582. First citation in articleCrossref, Google Scholar

  • Green, B. C., Johnson, K. A. & Bretherton, L. (2014). Pragmatic language difficulties in children with hyperactivity and attention problems: An integrated review. International Journal of Language and Communication Disorders, 49, 15 – 29. First citation in articleCrossref, Google Scholar

  • Heidler, M.-D. (2008). Aufmerksamkeit und Sprachverarbeitung. Sprache Stimme Gehör, 32, 74 – 85. First citation in articleCrossref, Google Scholar

  • Helland, W. A., Lundervold, A. J., Heimann, M. & Posserud, M.-B. (2014). Stable associations between behavioral problems and language impairments across childhood – the importance of pragmatic language problems. Research in Developmental Disabilities, 35, 943 – 951. First citation in articleCrossref, Google Scholar

  • Henry, L. A., Messer, D. J. & Nash, G. (2012). Executive functioning in children with specific language impairment. Journal of Child Psychology and Psychiatry, 53, 37 – 45. First citation in articleCrossref, Google Scholar

  • Hutchinson, E., Bavin, E., Efron, D. & Sciberras, E. (2012). A comparision of working memory profiles in school-aged children with specific language impairment, attention deficit/hyperactivity disorder, comorbid SLI and ADHD and their typically developing peers. Child Neuropsychology, 18, 190 – 207. First citation in articleCrossref, Google Scholar

  • Interdisziplinäre S2k-Leitlinie (2013). Diagnostik von Sprachentwicklungsstörungen (SES) unter Berücksichtigung umschriebener Sprachentwicklungsstörungen (UESE). Zugriff am 28. 02. 2016. AWMF-Leitlinien Register Nr. 049 – 006. Verfügbar unter: http://www.awmf.org/leitlinien/detail/ll/049 - 006.html First citation in articleGoogle Scholar

  • Jaščenoka, J., Petermann, U., Petermann, F., Rißling, J.-K. & Springer, S. (2013). Kurz- und langfristige Effekte von Elterntrainings bei entwicklungsverzögerten Kindern. Praxis der Kinderpsychologie und Kinderpsychiatrie, 62, 348 – 367. First citation in articleCrossref, Google Scholar

  • Kany, W. & Schöler, H. (2014). Merkmale und Ausschlusskriterien einer spezifischen Sprachentwicklungsstörung (SSES). In A. Fox-BoyerHrsg., Handbuch Spracherwerb und Sprachentwicklungsstörungen. Kindergartenphase (S. 89 – 100). München: Elsevier. First citation in articleGoogle Scholar

  • Knox, E. & Conti-Ramsden, G. (2003). Bullying risks of 11-year-old children with specific language impairment (SLI): does school placement matter? International Journal of Language & Communication Disorders, 38, 1 – 12. First citation in articleCrossref, Google Scholar

  • Limm, H. & Suchodoletz, W. von (1998). Belastungserleben von Müttern sprachentwicklungsgestörter Kinder. Praxis der Kinderpsychologie und Kinderpsychiatrie, 47, 541 – 551. First citation in articleGoogle Scholar

  • Marton, K., Abramoff, B. & Rosenzweig, S. (2005). Social cognition and language in children with specific language impairment (SLI). Journal of Communication Disorders, 38, 143 – 162. First citation in articleCrossref, Google Scholar

  • Möller, D. & Ritterfeld, U. (2010). Spezifische Sprachentwicklungsstörungen und pragmatische Kompetenzen. Sprache Stimme Gehör, 34, 84 – 91. First citation in articleCrossref, Google Scholar

  • Nation, K. (2008). Developmental language disorders. Psychiatry, 7, 266 – 269. First citation in articleCrossref, Google Scholar

  • Petermann, F. & Bauer, C. P. (2011). Indikationen und Konzepte der Kinderrehabilitation. Bundesgesundheitsblatt, Gesundheitsforschung, Gesundheitsschutz, 54, 482 – 488. First citation in articleCrossref, Google Scholar

  • Petermann, U., Petermann, F. & Franz, M. (2010). Erziehungskompetenz und Elterntraining. Kindheit und Entwicklung, 19, 67 – 71. First citation in articleLink, Google Scholar

  • Petermann, F. & Suchodoletz, W. von (2009). Sprachdiagnostik und Sprachtherapie. Kindheit und Entwicklung, 18, 191 – 193. First citation in articleLink, Google Scholar

  • Ptok, M. (2005). Pragmatische Kommunikationsstörungen bei Kindern. HNO, 53, 978 – 982. First citation in articleCrossref, Google Scholar

  • Ricketts, J. (2011). Reading comprehension in developmental disorders of language and communication. Journal of Child Psychology and Psychiatry, 52, 1111 – 1123. First citation in articleCrossref, Google Scholar

  • Rißling, J.-K., Melzer, J., Menke, B., Petermann, F. & Daseking, M. (2015). Sprachkompetenz und Verhaltensauffälligkeiten im Vorschulalter. Das Gesundheitswesen, 77, 805 – 813. First citation in articleCrossref, Google Scholar

  • Rißling, J.-K., Melzer, J. & Petermann, F. (2015). Sprachentwicklungsstörungen bei monolingualen und mehrsprachig aufwachsenden Kindern, Kindheit und Entwicklung, 24, 105 – 114. First citation in articleLink, Google Scholar

  • Rißling, J.-K. & Petermann, F. (2014). Umschriebene Entwicklungsstörungen des Sprechens und der Sprache. Das Gesundheitswesen, 76, 681 – 690. First citation in articleCrossref, Google Scholar

  • Ritterfeld, U. (2007). Elternpartizipation. In H. SchölerA. WellingHrsg., Sonderpädagogik der Sprache (S. 370 – 396). Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Rose, S. A., Feldman, J. F. & Jankowski J. J. (2009). A cognitive approach to the development of early language. Child Development, 80, 134 – 150. First citation in articleCrossref, Google Scholar

  • Rückert, E. M., Kunze, S., Schillert, M. & Schulte-Körne, G. (2010). Prävention von Lese-Rechtschreibschwierigkeiten. Kindheit und Entwicklung, 19, 82 – 89. First citation in articleLink, Google Scholar

  • Rudolph, M., Kummer, P., Eysholdt, U. & Rosanowski, F. (2004). Kinder mit Sprachentwicklungsauffälligkeiten. Angst, Depressivität und Lebensqualität der Mütter. HNO, 52, 561 – 568. First citation in articleCrossref, Google Scholar

  • Savage, R. (2005). Friendship and bullying patterns in children attending a language base in a mainstream school. Educational Psychology in Practice, 21, 23 – 36. First citation in articleCrossref, Google Scholar

  • Schaunig, I., Willinger, U., Diendorfer-Radner, G., Hager, V., Gudrun, J. & Sirsch, U., et al. (2004). Parenting Stress Index: Einsatz bei Müttern sprachentwicklungsgestörter Kinder. Praxis der Kinderpsychologie und Kinderpsychiatrie, 53, 395 – 405. First citation in articleGoogle Scholar

  • Siegmüller, J. (2011). Spezifische Sprachentwicklungsstörungen. In J. SiegmüllerH. BartelsHrsg., Leitfaden Sprache Sprechen Stimme Schlucken (3., völl. überab. Aufl., S. 54 – 55). München: Elsevier. First citation in articleGoogle Scholar

  • Siegmüller, J. (2013). Kompensierter Dysgrammatismus. In S. RingmannJ. SiegmüllerHrsg., Handbuch Spracherwerb und Sprachentwicklungsstörungen. Schuleingangsphase (S. 103 – 132). München: Elsevier. First citation in articleGoogle Scholar

  • Suchodoletz, W. von (2013). Sprech- und Sprachstörungen. Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Suchodoletz, W. von & Macharey, G. (2006). Stigmatisierung sprachentwicklungsgestörter Kinder aus der Sicht der Eltern. Praxis der Kinderpsychologie und Kinderpsychiatrie, 55, 711 – 723. First citation in articleGoogle Scholar

  • Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E. & O’Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40, 1245 – 1260. First citation in articleCrossref, Google Scholar

  • Tuller, L., Henry, C., Sizaret, E. & Barthez, M.-A. (2012). Specific language impairment at adolescence: avoiding complexity. Applied Psycholinguistics, 33, 161 – 184. First citation in articleCrossref, Google Scholar

  • Van Daal, J., Verhoeven, L. & Balkom, H. van (2007). Behaviour problems in children with language impairment. Journal of Child Psychology and Psychiatry, 48, 1139 – 1147. First citation in articleCrossref, Google Scholar

  • Vugs, B., Hendriks, M., Cuperus, J. & Verhoeven, L. (2014). Working memory performance and executive function behaviours in young children with SLI. Research in Developmental Disabilities, 35, 62 – 74. First citation in articleCrossref, Google Scholar

  • Wadman, R., Durkin, K. & Conti-Ramsden, G. (2011). Social stress in young people with specific language impairment. Journal of Adolescence, 34, 421 – 431. First citation in articleCrossref, Google Scholar

  • Yew, S. G. K. & O’Kearney, R. (2013). Emotional and behavioural outcomes later in childhood and adolescence for children with specific language impairments: meta-analysis of controlled prospective studies. Journal of Child Psychology and Psychiatry, 54, 516 – 524. First citation in articleCrossref, Google Scholar

  • Yew, S. G. K. & O’Kearney, R. (2015). The role of early language trajectories of conduct problems across childhood. Journal of Abnormal Child Psychology, 43, 1515 – 1527. First citation in articleCrossref, Google Scholar