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dc.contributor.authorLöytömäki, Joanna
dc.contributor.authorOhtonen, Pasi
dc.contributor.authorLaakso, Marja-Leena
dc.contributor.authorHuttunen, Kerttu
dc.date.accessioned2020-01-30T11:30:20Z
dc.date.available2020-01-30T11:30:20Z
dc.date.issued2020
dc.identifier.citationLöytömäki, J., Ohtonen, P., Laakso, M.-L., & Huttunen, K. (2020). The role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD. <i>International Journal of Language and Communication Disorders</i>, <i>55</i>(2), 231-242. <a href="https://doi.org/10.1111/1460-6984.12514" target="_blank">https://doi.org/10.1111/1460-6984.12514</a>
dc.identifier.otherCONVID_33718051
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67625
dc.description.abstractBackground 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherJohn Wiley & Sons Ltd.
dc.relation.ispartofseriesInternational Journal of Language and Communication Disorders
dc.rightsIn Copyright
dc.subject.otheremotion
dc.subject.otherneurobiological specific language impairment
dc.subject.otherdevelopmental language disorder
dc.subject.otherfacial expressions
dc.subject.othertone of voice
dc.subject.otherprosody
dc.subject.otherdevelopment
dc.subject.otherdelay
dc.titleThe role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202001301894
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiaineEarly Childhood Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange231-242
dc.relation.issn1368-2822
dc.relation.numberinseries2
dc.relation.volume55
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Royal College of Speech and Language Therapists
dc.rights.accesslevelopenAccessfi
dc.subject.ysotunteet
dc.subject.ysokehityksen erityisvaikeudet
dc.subject.ysoilmeet
dc.subject.ysokielellinen erityisvaikeus
dc.subject.ysoautismikirjon häiriöt
dc.subject.ysoprosodiikka
dc.subject.ysoADHD
dc.subject.ysoymmärtäminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p3485
jyx.subject.urihttp://www.yso.fi/onto/yso/p20987
jyx.subject.urihttp://www.yso.fi/onto/yso/p7717
jyx.subject.urihttp://www.yso.fi/onto/yso/p12073
jyx.subject.urihttp://www.yso.fi/onto/yso/p27421
jyx.subject.urihttp://www.yso.fi/onto/yso/p4788
jyx.subject.urihttp://www.yso.fi/onto/yso/p4541
jyx.subject.urihttp://www.yso.fi/onto/yso/p335
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1111/1460-6984.12514
jyx.fundinginformationThe study was financed, in part, bythe Social Security Institute of Finland (by a grant to the researchgroup led by K.H.), the Foundation of Odd Fellows Barnfonden(to K.H.), the Finnish Association of Speech Therapists (to J.L.), theTOP Foundation (to J.L.) and the Research Foundation of the Man-nerheim League for Child Welfare (to J.L.). All the financial supportis gratefully acknowledged.


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