Social cognition, social communication, emotion intelligence and emotion regulation may be impaired in adolescents with Specific Learning Disorder: a two center study


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Turan S., Özyurt G., Akay A.

30. Ulusal Çocuk ve Ergen Ruh Sağlığı ve Hastalıkları Kongresi, Ankara, Turkey, 20 - 22 May 2021, pp.214

  • Publication Type: Conference Paper / Summary Text
  • City: Ankara
  • Country: Turkey
  • Page Numbers: pp.214

Abstract

Background: The aim of this study is to compare theory of mind abilities, social responsiveness, pragmatic language, emotional intelligence and emotion regulation skills with controls in patients with Specific Learning Disorder (SLD). Method: This study includes 45 adolescents with SLD between the ages of 12-17 who consecutively applied to İzmir Katip Çelebi University School of Medicine Child and Adolescent Psychiatry and Ödemiş State Hospital. Control group was composed of 64 healthy adolescents who were matched with the SLD groups in terms of age and have clinically normal IQ levels, did not have a psychiatric disorder. All participants completed a battery of tests to analyze their theory of mind abilities, social responsiveness, pragmatic language, emotional intelligence, emotion regulation skills and clinical psychopathologic profile. Results: There wasn’t a significant difference in mean age between the SLD group (13.80 ± 1.65 years) and control group (14.23 ± 1.61 years). Adolescents with SLD scored significantly lower than healthy controls on the Children’s Communication Checklist-2 (CCC-2), Social Reciprocity Scale (SRS), except the social cognition tasks and the Difficulties in Emotion Regulation Scale (DERS). Various correlations were evident between social cognition tasks, emotional regulation problems, and clinical psychopathologic profile. Conclusions: Adolescents with SLD diagnoses were found to be inadequate in the abilities with respect to the emotional intelligence and, pragmatic language problems than the healthy controls. Based on the results of our study, patients with SLD should be evaluated in terms of pragmatic language and should be directed to intervention programs if deemed necessary. ANAHTAR KELİMELER: Social cognition, social communication, emotion intelligence, emotion regulation, Specific Learning Disorder.