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Updated: Mar 13, 2026
08:09
Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
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Emotion Regulation in Children With Specific Language Impairment
Martin Fujiki1, Bonnie Brinton1, Diane Clarke1
1Brigham Young University, Provo, UT.
Language, Speech, and Hearing Services in Schools
|April 1, 2002
Summary
Children with specific language impairment (SLI) show weaker emotion regulation than peers. This preliminary study suggests emotion regulation may impact social outcomes in children with SLI, warranting further research.
Area of Science:
- Child Psychology
- Developmental Psychology
- Linguistics
Background:
- Specific language impairment (SLI) affects language development in children.
- Emotion regulation is crucial for social development.
- The relationship between SLI and emotion regulation is not well understood.
Purpose of the Study:
- To investigate emotion regulation in children with SLI compared to typically developing peers.
- To explore if emotion regulation is a factor in social outcomes for children with SLI.
Main Methods:
- Teacher ratings of emotion regulation using the Emotion Regulation Checklist (ERC).
- Comparison of 41 children with SLI and 41 typical peers.
- Inclusion of two age groups (6-9 and 10-13 years) with equal numbers of boys and girls.
Main Results:
- Children with SLI received significantly lower emotion regulation ratings than typical children.
- Girls generally scored higher in emotion regulation than boys.
- Boys with SLI showed particularly lower scores on the emotion regulation subscale.
Conclusions:
- Emotion regulation requires further investigation as a potential factor influencing social outcomes in children with SLI.
- Findings highlight a potential link between language impairment and emotional challenges.
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