Investigation of the relationship between language skills and behavioral problems in children assessed for language and speech delay

ÖMERCİOĞLU E., Akpinar F., Hayran G., Yesil A. M., ŞAHİN G., Celik P.

Türkiye Çocuk Hastalıkları Dergisi, cilt.19, sa.6, ss.345-350, 2025 (TRDizin)

Özet

Objective: Delays in language and speech skills can profoundly affect various developmental domains and emotional regulation processes. This study aimed to investigate the relationship between receptive and expressive language skills and behavioral problems in preschool-aged children assessed for language and speech delay. Material and Methods: The study included 2- to 4-year-old children referred to the Developmental Pediatrics Clinic of Ankara Bilkent City Hospital for language and speech delay, undergoing thorough physical and developmental assessments. The receptive and expressive language development of the children was evaluated using the Test of Early Language Development-Third Edition: Turkish Version. To assess behavioral problems, parents completed the Strengths and Difficulties Questionnaire for 2-4 Year Olds (SDQ 2-4). Results: The study included 58 children with a mean age of 32.48 ±5.69 months. Notably, 56.9% exhibited total difficulty scores on the SDQ 2-4 that surpassed the cutoff, with an average score of 11.06 ±5.53. The children’s receptive language scores showed a negative correlation with conduct issues, hyperactivity/inattention, difficulties in peer relationships, and overall difficulty scores (p=0.017, p=0.029, p=0.007, p=0.004, respectively), while no significant associations were found between their expressive language abilities and behavioral problems. Children with typical language skills had a total difficulty score of 7.90 ±2.84, whereas those with expressive delays scored 11.06 ±5.55 and those with both receptive and expressive delays scored 13.40 ±6.06, indicating significant group differences (p=0.043). Conclusion: Preschool-aged children with language and speech delay are frequently seen by primary care providers and pediatric specialists. They often present with behavioral issues, particularly among those from low socioeconomic and sociocultural backgrounds. It can be suggested that addressing behavioral problems alongside language interventions may help mitigate potential long-term effects.