THE IMPACT OF NEGLECT AND ABUSE ON CHILDREN’S LANGUAGE DEVELOPMENT

Power Point Outline** I. Introduction and General Facts II. Abuse of Persons with Disabilities III. Behavioral and Language Characteristics IV. Implications for Assessment and Intervention

I. INTRODUCTION AND GENERAL BACKGROUND FACTS** Children may experience abuse and/or neglect (AN) The highest rate of child abuse is experienced by children between birth and 3 years of age

Safe Horizon 2018:** In the U.S., someone reports child abuse every 10 seconds 4 children die each day because of abuse and neglect

Sheehan Stanford Child Neurology: Abused babies-- about 25% die Up to 50% survive with significant neurological deficits

Neglect…** Is the failure to provide for a child’s basic needs It can be emotional, educational, or physical

Children who experience physical neglect…** Often experience this because their parents are unable to provide what they need—they are poor May be inappropriately left at home alone

These physically neglected children…** Often have trouble doing well in school-- basic needs are not met Hungry, cold, lice Difficulty concentrating

Recent national statistics indicate that in terms of perpetrators by relationship to the victim:** 78.5% are parents 6.5% are other relatives (total of 85% are relatives) 0.4% are foster parents 0.7% are child daycare providers 4.1% are unmarried partners of the child’s parent 0.3% are friends or neighbors

Children who have experienced severe emotional neglect…** May be lethargic and apathetic May demonstrate learned helplessness May have cognitive problems, including difficulty with impulse control and problem-solving skills

II. ABUSE OF PERSONS WITH DISABILITIES. (http://www. irvingstudies Reports: physical and sexual abuse of individuals with disabilities runs 3-4 times higher than abuse in the general population Disabled girls are especially vulnerable targets; often, family members abuse them

Fogle, 2019: Women with language impairment (LI) are more likely to report sexual abuse/assault than women without LI

If a child with a disability reports If a child with a disability reports** abuse, s/he often not seen as credible —can’t describe details clearly SLPs sometimes called to assist in court cases SLPs ensures that interviews are conducted at the child’s appropriate cognitive and linguistic levels

Some research suggests that… Mothers of babies with craniofacial anomalies such as cleft palate may be less attached to and nurturing of their infants Decreased attachment ↑ risk of AN; babies with craniofacial problems vulnerable to abuse

This is one reason…** That we need to provide medical care for these babies as early as possible

Children with disabilities…** Put a lot more stress on their caregivers When caregivers are stressed and have no respite, they are more likely to neglect and abuse their children

Caregivers may…** Not see the light at end of tunnel like parents of TD children Be stressed--typical childhood experiences not available Parents of TD children uncomfortable-- no invitations Special needs parents & children isolated

III. BEHAVIORAL AND LANGUAGE CHARACTERISTICS** They are often very quiet Difficulties with expressive language They have lesser conversational skills than their peers They may be less likely than peers to discuss information or volunteer

**These children often do more poorly in school They underperform academically They have more behavior problems

Specific difficulties with pragmatics may include: ↓descriptive utterances Lang used to get things done with little social affect Poor conversational skills overall—shorter conversations Inability to discuss feelings

Lack ability to take perspective of a conversational partner Demonstrate alexithymia-- absence of words for emotions

Other specific language issues may include:** Shorter, less complex utterances Fewer decontextualized utterances; more talk about the here and now Auditory and reading comprehension problems

Mothers who neglect or abuse babies:** May punish normal risk-taking “adventurous” behavior May not interact May be unresponsive when babies initiate, so babies learn to be passive

Shaken baby syndrome may occur** We must stress to caregivers that they should NEVER shake a baby This causes lifetime cognitive and linguistic damage

Sheehan Stanford Neurology: Problem: when caregiver done shaking, s/he usually slams baby hard against a surface—wall, table….  traumatic brain injury

IV. IMPLICATIONS FOR ASSESSMENT AND INTERVENTION** We need to work as part of a multidisciplinary team This team often includes a social worker and a psychologist We are mandated to document and report what we see and hear In the schools, we would tell the principal

In assessment, we especially need to focus on evaluating:** Overall expressive language skills Pragmatics skills Narrative skills Vocabulary

Intervention should involve…** Encouraging verbal expression, especially description Providing a warm, nurturing environment with clear rules and boundaries ↑ child’s ability to accurately describe and appropriately express emotions (e.g., use your words, not hitting or kicking)

Intervention may especially need to involve…** Playing! We can provide appropriate dolls/action figures, art supplies, etc. As ch is playing or drawing, describe his actions or drawings

** AN children are more likely than peers to engage in behavior that elicits negative reactions from those around them ↑ ability to communicate socially

We can work on self esteem by using ideas such as:** Star of the Week Me Collage Problem Wall Trip to the Future

Remember that…** Culturally and linguistically diverse families may especially need direct instruction about American child abuse laws I think that we should do this before we refer the family to CPS (Child Protective Services)

Many refugee parents…** Have undergone great trauma May have post-traumatic stress disorder, may neglect, abuse children

V. SUPPORTING CAREGIVERS** Remember that in the U.S., most people do not have help and support from extended families like they do in other countries Frequently caregivers are isolated with their children, and they can become extremely stressed

267 high-risk mother-ch dyads studied Lorber, M.F., & Egeland, B. Parenting and Infant Difficulty. Child Development, 82, (6) 267 high-risk mother-ch dyads studied Conduct problems (CPs) at 5-6 years old predicted by negative parenting Angry, hostile mother-toddler interactions at 24-42 mos. very predictive of CPs in school

It can be very stressful…** When a baby cries nonstop for hours and you are alone with no help—you can’t leave

Sheehan Stanford Neurology:** They always ask caregivers: When you just can’t take it any more, who can you call to relieve you?

**1. Ask caregivers about their own needs, and attempt to help them meet these needs or guide to them to professionals who can help them (e.g., parenting classes, food stamp programs) 2. Provide key information about overall child development. Research shows that some caregivers abuse their children because the caregivers’ expectations are too high.

** One friend told me about her great grandson—at 3 years of age, expected to change his own diapers—was hit when he did not In winter, allowed to go barefoot and get splinters—no coat

unrealistic expectations of baby behavior Sheehan: Parents who abuse--↓ ability to tolerate infant crying Evidence: abused babies don’t actually cry more than other babies Parents THINK they do— unrealistic expectations of baby behavior

**3. Point out what caregivers are already doing right. 4. Provide support groups of other caregivers whose ch have similar challenges 5. Use DVDs that model good parenting skills

**6. Teach caregivers how to use language/words to discipline instead of using physical means such as slapping. For example, caregivers can be taught how to apply choices and consequences. 7. Model language stimulation strategies such as extensions that caregivers can easily fit into their daily routines.

Power Point Outline** I. Introduction and General Facts II. Abuse of the Disabled III. Behavioral and Language Characteristics IV. Implications for Assessment and Intervention