Skip to main content Skip to journal navigation menu Skip to site footer
contact@ukscip.com
Article

Book Review: Gibson, J.; Toseeb, U. Developmental Language Disorder and Social-Emotional Development: An Introduction to Theories, Concepts, and Research; Oxford University Press: Oxford, UK, 2024; ISBN: 9780192843845

Fatma Canan Durgungoz ORCID ,  Fatma Canan Durgungoz ORCID

    Received: 23 June 2025; Revised: 8 March 2026; Accepted: 2 July 2026; Published: 8 July 2026

    Abstract

    This book review evaluates Developmental Language Disorder and Social-Emotional Development: An Introduction to Theories, Concepts, and Research, written by Jenny Gibson and Umar Toseeb (2024), which presents a multidimensional analysis of how Developmental Language Disorder (DLD) intersects with mental health, emotional functioning, and social development. The book review aims to examine the interdisciplinary design, grounded in developmental psychology, genetics, education, and neurodiversity frameworks. The book includes evidence from longitudinal research, case studies, and theoretical models, offering insights into how early environments, behavioural challenges, peer relationships, family context and resilience influence outcomes for children with DLD. This book review critically synthesises the authors’ methodology and presentation through the book’s eight chapters. Key insights include the role of language in emotional regulation, the impact of ecological systems on DLD, and the limitations of deficit-based intervention models. This book review critically evaluates the authors’ shift towards a neurodiversity-informed approach and highlights the underrepresentation of non-Western perspectives as a limitation. Although the authors of the book acknowledge this limitation of cultural generalisation, more international research and case material could have enriched it. This work concludes that Gibson and Toseeb’s book provides a valuable contribution to inclusive practice and calls for cultural diversity in future DLD research. Practitioners, researchers, and policymakers can benefit from the book to adopt holistic frameworks that account for both linguistic and emotional dimensions in supporting neurodivergent DLD children. 

    Keywords

    References

    1. 1. McGregor, K.K.; Goffman, L.; Plante, E.; et al. Developmental language disorder as a multidimensional neurodevelopmental spectrum: Implications for diagnosis. J. Speech Lang. Hear. Res. 2025, 68, 6069–6088. DOI: https://doi.org/10.1044/2025_JSLHR-25-00089
    2. 2. Kirkley, K.M. Rethinking developmental language disorder: A case for recognizing developmental language disorder as a language-based learning disability. Perspect. ASHA Spec. Interest Groups 2026, 11, 1115. DOI: https://doi.org/10.1044/2026_PERSP-25-00209
    3. 3. Norbury, C.; Griffiths, S.; Goh, S.K.Y.; et al. Developmental language disorder: A hidden condition. Lancet Child Adolesc. Health 2024, 8, 473–475. DOI: https://doi.org/10.1016/S2352-4642(24)00016-6
    4. 4. Gibson, J.; Toseeb, U. Developmental Language Disorder and Social-Emotional Development: An Introduction to Theories, Concepts, and Research; Oxford University Press: Oxford, UK, 2024.
    5. 5. Löytömäki, J.; Ohtonen, P.; Laakso, M.L.; et al. The role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD. Int. J. Lang. Commun. Disord. 2020, 55, 231–242. DOI: https://doi.org/10.1111/1460-6984.12514
    6. 6. van den Bedem, N.P.; Dockrell, J.E.; van Alphen, P.M.; et al. Depressive symptoms and emotion regulation strategies in children with and without developmental language disorder: A longitudinal study. Int. J. Lang. Commun. Disord. 2018, 53, 1110–1123. DOI: https://doi.org/10.1111/1460-6984.12423
    7. 7. Ford, J.A.; Milosky, L.M. Inferring emotional reactions in social situations: Differences in children with language impairment. J. Speech Lang. Hear. Res. 2003, 46, 21–30. DOI: https://doi.org/10.1044/1092-4388(2003/002)
    8. 8. Spackman, M.P.; Fujiki, M.; Brinton, B.; et al. The ability of children with language impairment to recognize emotion conveyed by facial expression and music. Commun. Disord. Q. 2006, 26, 131–143. DOI: https://doi.org/10.1177/15257401050260030201
    9. 9. Arts, E.; Orobio de Castro, B.; Luteijn, E.; et al. Improving social emotional functioning in adolescents with Developmental Language Disorders: A mini review and recommendations. Front. Psychiatry 2022, 13, 966008. DOI: https://doi.org/10.3389/fpsyt.2022.966008
    10. 10. Esteller-Cano, À.; Buil-Legaz, L.; López-Penadés, R.; et al. Retrospective bullying trajectories in adults with self-reported oral language difficulties. Int. J. Lang. Commun. Disord. 2022, 57, 578–592. DOI: https://doi.org/10.1111/1460-6984.12708
    11. 11. McGregor, K.K. How we fail children with developmental language disorder. Lang. Speech Hear. Serv. Sch. 2020, 51, 981–992. DOI: https://doi.org/10.1044/2020_LSHSS-20-00003
    12. 12. Durgungoz, F.C.; St Clair, M.C. An interactive technology-based emotion recognition intervention for children with developmental language disorder: A longitudinal mixed-method study. Eur. J. Spec. Needs Educ. 2024, 40, 622–638. DOI: https://doi.org/10.1080/08856257.2024.2407659
    13. 13. Durgungoz, F.C.; St Clair, M.C. Enhancing parental understanding of emotions in children with developmental language disorder: An online parent-led intervention program. Healthcare 2024, 12, 1571. DOI: https://doi.org/10.3390/healthcare12161571
    14. 14. Kornelis, M.; Lee, H.; Riegelman, A.; et al. The progression of developmental language disorder terminology: A scoping review of American Speech-Language-Hearing Association journals. J. Speech Lang. Hear. Res. 2025, 68, 1837–1852. DOI: https://doi.org/10.1044/2024_JSLHR-24-00496
    15. 15. Gallagher, A.L.; Island, K.; O’Shea, J. Criteria and Terminology Applied to Language Impairments (CATALISE): A qualitative exploration of dissemination efforts to guide future implementation. Int. J. Lang. Commun. Disord. 2023, 58, 1799–1813. DOI: https://doi.org/10.1111/1460-6984.12912
    16. 16. Nudel, R.; Christensen, R.V.; Kalnak, N.; et al. Developmental language disorder: Heritability and genetic correlations with other disorders affecting language. Psychiatry Res. 2024, 342, 116212. DOI: https://doi.org/10.1016/j.psychres.2024.116212
    17. 17. van Barreveld, M.; Scheper, A.; Vissers, C.; et al. Social-emotional functioning and quality of life in language disorders: A systematic review of development from childhood to adolescence. Int. J. Lang. Commun. Disord. 2025, 60, e70039. DOI: https://doi.org/10.1111/1460-6984.70039
    18. 18. Manley, N.R.; Wilder, A. Clinical accommodations for children with co-occurring developmental language disorder and attention-deficit/hyperactivity disorder. Perspect. ASHA Spec. Interest Groups 2025, 10, 18–28. DOI: https://doi.org/10.1044/2024_PERSP-24-00076
    19. 19. Parks, K.M.; Cardy, J.O.; Joanisse, M.F. Language and reading in attention-deficit/hyperactivity disorder and comorbid attention-deficit/hyperactivity disorder + developmental language disorder. JCPP Adv. 2024, 4, e12218. DOI: https://doi.org/10.1002/jcv2.12218
    20. 20. Ahufinger, N.; Aguilera, M.; Guerra, E.; et al. Emotional suffering in school-aged children and adolescents with and without developmental language disorder. Acta Psychol. 2025, 255, 104927. DOI: https://doi.org/10.1016/j.actpsy.2025.104927
    21. 21. Koyuncu, Z.; Zabcı, N.; Seçen Yazıcı, M.; et al. Evaluating the association between developmental language disorder and depressive symptoms in preschool children. Appl. Neuropsychol. Child 2026, 15, 159–168. DOI: https://doi.org/10.1080/21622965.2024.2385659
    22. 22. Özcebe, E.; Noyan Erbas, A.; Karahan Tiğrak, T. Analysis of behavioural characteristics of children with developmental language disorders. Int. J. Speech Lang. Pathol. 2020, 22, 30–36. DOI: https://doi.org/10.1080/17549507.2019.1571631
    23. 23. Hobson, H.M.; Toseeb, U.; Gibson, J.L. Developmental language disorder and neurodiversity: Surfacing contradictions, tensions and unanswered questions. Int. J. Lang. Commun. Disord. 2024, 59, 1505–1516. DOI: https://doi.org/10.1111/1460-6984.13009
    24. 24. Bishop, D.V.; Snowling, M.J.; Thompson, P.A.; et al. Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. J. Child Psychol. Psychiatry 2017, 58, 1068–1080. DOI: https://doi.org/10.1111/jcpp.12721
    25. 25. Ferk-Dornstauder, M.; Kouba Hreich, E.; Stankova, M.; et al. Dialogic book reading intervention for children with DLD across different languages and cultural settings: An international feasibility study. Child Lang. Teach. Ther. 2025, 41, 238–263. DOI: https://doi.org/10.1177/02656590251381506
    ×