The Interplay Between Language, Executive Functioning, Theory of Mind and Socio‐Emotional Functioning – A Comparison Between Adolescents With and Without DLD

What is already known on this subject Adolescents with developmental language disorders (DLDs) experience significant socio-emotional difficulties, including higher levels of anxiety, depression, and peer victimization. Research highlights the role of cognitive factors, such as Theory of Mind (ToM) and executive functioning (EF), in socio-emotional development, but studies specifically focusing on these constructs in DLD are limited. Language difficulties alone do not fully explain the socio-emotional challenges, indicating that underlying cognitive deficits might play a key role. What this study adds to the existing knowledge This study examines the relationship between language abilities, ToM, EF, and socio-emotional functioning in adolescents with DLD. It explores how these cognitive factors uniquely contribute to socio-emotional problems, providing a deeper understanding of the mechanisms at play in this population. What are the potential or actual clinical implications of this work? This study highlights the need for individualized interventions for adolescents with DLD, given the significant variability in cognitive profiles and socio-emotional functioning within this group. The findings suggest that cognitive factors, particularly ToM, may play a crucial role in predicting socio-emotional difficulties, emphasizing the importance of targeting these areas in therapeutic interventions. Additionally, the lack of significant correlations between receptive language and socio-emotional functioning suggests that both receptive and expressive language should be assessed to develop more comprehensive interventions aimed at improving social skills and emotional regulation.