Are communication skills, emotion regulation and theory of mind skills ımpaired in adolescents with developmental dyslexia?

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dc.authorid0000-0003-2864-613X
dc.authorid0000-0002-5483-3863
dc.authorid0000-0002-6548-0629
dc.authorid0000-0001-5207-6240
dc.authorid0000-0002-3412-9879
dc.authorid0000-0002-0508-0594
dc.contributor.authorÖzyurt, Gonca
dc.contributor.authorÖztürk, Yusuf
dc.contributor.authorTuran, Serkan
dc.contributor.authorÇıray, Remzi Oğulcan
dc.contributor.authorTanıgör, Ezgi Karagöz
dc.contributor.authorErmiş, Çağatay
dc.contributor.authorTufan, Ali Evren
dc.date.accessioned2024-09-25T20:01:34Z
dc.date.available2024-09-25T20:01:34Z
dc.date.issued2024
dc.departmentBAİBÜ, Tıp Fakültesi, Dahili Tıp Bilimleri Bölümü en_US
dc.description.abstractThis study investigates pragmatic language impairment, Theory of Mind (ToM), and emotion regulation in adolescents with Developmental Dyslexia(DD). The Social Responsiveness Scale-2(SRS) and Children's Communication Checklist-2(CCC-2) scores were found to be statistically significantly higher in the DD group than in healthy controls. DD group had lower performance in ToM skills and they have more difficulties in emotion regulation. We also found that CCC-2 and ToM scores were significantly correlated in adolescents with DD. These results may be important in understanding the difficulties experienced in social functioning and interpersonal relationships in adolescents with DD.en_US
dc.identifier.doi10.1080/87565641.2024.2325338
dc.identifier.endpage110en_US
dc.identifier.issn8756-5641
dc.identifier.issn1532-6942
dc.identifier.issue3en_US
dc.identifier.pmid38466040en_US
dc.identifier.scopus2-s2.0-85187415140en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage99en_US
dc.identifier.urihttps://doi.org/10.1080/87565641.2024.2325338
dc.identifier.urihttps://hdl.handle.net/20.500.12491/14210
dc.identifier.volume49en_US
dc.identifier.wosWOS:001180477800001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.institutionauthorTufan, Ali Evren
dc.institutionauthorid0000-0001-5207-6240
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofDevelopmental Neuropsychologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzYK_20240925en_US
dc.subjectInvestigates Pragmatic
dc.subjectLanguage Impairment
dc.subjectDevelopmental Dyslexia
dc.subjectLower Performance
dc.subjectInterpersonal Relationships
dc.subjectAdolescents
dc.titleAre communication skills, emotion regulation and theory of mind skills ımpaired in adolescents with developmental dyslexia?en_US
dc.typeArticleen_US

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