Akademik Veri Yönetim Sistemi
30. Ulusal Çocuk ve Ergen Ruh Sağlığı ve Hastalıkları Kongresi, Ankara, Türkiye, 20 - 22 Mayıs 2021, ss.214
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.