Quality of Life in Children with Developmental Language Disorder

TL;DR

Children with developmental language disorder have lower quality of life than their peers, especially in emotional well-being, between ages 4 and 9.

Contribution

This study identifies emotional well-being as a key area of vulnerability and links early peer problems and multilingualism to changes in quality of life in children with DLD.

Findings

Children with DLD have lower quality of life than typically developing peers at ages 4 and 9.

Emotional well-being and self-esteem scores decline significantly between ages 4 and 9 in children with DLD.

Peer problems and multilingualism are associated with changes in quality of life over time.

Abstract

What are the main findings?
The quality of life of children with DLD is below that of their typically developing peers at 4 and 9 years.Emotional well-being is particularly vulnerable in children with DLD.

The quality of life of children with DLD is below that of their typically developing peers at 4 and 9 years.

Emotional well-being is particularly vulnerable in children with DLD.

What are the implications of the main findings?
Quality of life could be an additional outcome to monitor in children with DLD.Early peer problems are a potential indicator of reduced quality of life.

Quality of life could be an additional outcome to monitor in children with DLD.

Early peer problems are a potential indicator of reduced quality of life.

Background/Objectives: Developmental language disorder (DLD) has widespread and persistent consequences for children’s development, extending beyond language. Quality of life (QoL) can also be affected, potentially related to difficulties with cognition (e.g., language ability), behaviour (e.g., social–emotional functioning), and/or environmental factors (e.g., multilingualism). This study set out to characterise changes in the QoL of children with DLD and to identify related factors. Methods: Data were collected at 4 and 9 years from children who had attended early language intervention groups before age 4. Parents completed online questionnaires, including the KINDL for QoL. The KINDL measures QoL on six domains: physical well-being, emotional well-being, self-esteem, family well-being, social well-being, and school functioning. Structural Equation Modelling (SEM) was used to assess the relationship between change in QoL and cognitive, behavioural, and environmental factors. Results: At both time points, the QoL of children with DLD was reduced compared to the normative group on all domains except self-esteem and family. Emotional well-being and self-esteem scores were significantly lower at 9 years compared to 4 years. Peer problems and multilingualism emerged as influential factors regarding changes in QoL over time. Conclusions: The QoL of children with DLD is vulnerable between age 4 and 9. Overall, QoL might deteriorate in this period, specifically emotional well-being. Early peer problems and multilingual status influence the changes observed in different aspects of QoL, although these effects should be interpreted with caution.

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