Social Skills of Children With Specific Language Impairment

1993 ◽  
Vol 24 (4) ◽  
pp. 206-215 ◽  
Author(s):  
Holly K. Craig
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Peer Relationships ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Clinical Case ◽  
Social Problems ◽  
Specific Language ◽  
The Social

Children with specific language impairment are at risk for social problems. This article discusses the available literature pertinent to understanding their peer relationships. In addition, a clinical case is provided to illustrate some of the social-interactional difficulties described.

Social Skills of Children With Specific Language Impairment

1996 ◽  
Vol 27 (3) ◽  
pp. 195-202 ◽  
Author(s):  
Martin Fujiki ◽  
Bonnie Brinton ◽  
Cindy M. Todd
Keyword(s):  
Social Skills ◽  
Peer Relationships ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Social Skill ◽  
General Measure ◽  
Specific Language ◽  
Social Skills Rating System ◽  
The Social

The social skills of 19 elementary school children with specific language impairment (SLI) and 19 chronological age-matched peers were examined. Children in both groups were selected from those children between the ages of 8 and 12 years. Each child with SLI was individually matched to a classmate of the same age. First, the Social Skills Rating System-Teacher Form (Gresham & Elliott, 1990) was administered to provide a general measure of social skill. Following this measure, the quantity of peer relationships was assessed in both groups using an informal picture task. This measure provided an indication of the peers with whom each child interacted while taking part in a variety of activities. The quality of peer relationships was then assessed using the Williams and Asher Loneliness Questionnaire (Williams & Asher, 1992). It was found that children with SLI differed from their peers on all three measures. These results suggested that the children with SLI had poorer social skills and fewer peer relationships, and were less satisfied with the peer relationships in which they participated when compared with their age-matched classmates.

Is specific language impairment a valid diagnostic category? Genetic and psycholinguistic evidence

1994 ◽  
Vol 346 (1315) ◽  
pp. 105-111 ◽  
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Diagnostic Category ◽  
Verbal Ability ◽  
Specific Language ◽  
The Social ◽  
Apparent Reason ◽  
Underlying Disorder ◽  
Specific Disorders

Specific language impairment (SLI) is diagnosed when a child fails to develop language normally for no apparent reason: hearing and intelligence are adequate and the social environment is unexceptional. Definitions of SLI typically specify that the child must have a substantial discrepancy between language ability and non-verbal IQ. However, data from a twin study question the validity of this requirement, and indicate that SLI is not genetically distinct from less specific disorders where language impairment occurs in the context of low average or borderline non-verbal ability. A second question concerns the heterogeneous language symptoms seen in SLI: do these correspond to distinct conditions, or to different phenotypic manifestations of a common underlying disorder, or are they merely random variations resulting from unreliable assessments? The last of these possibilities is ruled out by the finding that twins who are concordant for language disorder show good agreement in terms of the pattern of language impairment. However, systematic variation in the age and ability of children in different SLI subgroups suggest that these may correspond to variable manifestations of a core inherited language disorder, rather than distinct diagnostic entities.

Two Grammatical Tasks for Screening Language Abilities in Spanish-Speaking Children

2018 ◽  
Vol 27 (2) ◽  
pp. 690-705 ◽  
Author(s):  
Alejandra Auza Benavides ◽  
Maria Kapantzoglou ◽  
Chiharu Murata
Keyword(s):  
At Risk ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Operating Characteristic ◽  
Characteristic Curve ◽  
Children At Risk ◽  
Likelihood Ratios ◽  
Language Abilities ◽  
Specific Language ◽  
Spanish Speaking

Purpose This study assessed concurrent validity evidence for 2 grammatical tasks of a new screener, the Tamiz de Problemas de Lenguaje, for identifying monolingual Spanish-speaking children at risk for specific language impairment with grammatical deficits. Method A total of 770 4- to 6-year-old monolingual, Spanish-speaking children with and without language impairment were sampled from 3 different states in Mexico. Multiple logistic regression and receiver operating characteristic curve analyses were conducted to assess the predictive utility of the model and the classification accuracy of the tasks. The criterion was diagnosis of specific language impairment with grammatical deficits on the basis of a comprehensive language assessment. Results Results indicated that sensitivity estimates ranged from .90 to .94 and specificity estimates from .83 to .92. Overall, there was a good balance between sensitivity and specificity estimates with moderate to large positive and negative likelihood ratios. Conclusion Results suggested that the 2 grammatical tasks are suitable for identifying 4- to 6-year-old monolingual Spanish-speaking children at risk for grammatical deficits.

Language, Social Skills, and Socioemotional Behavior

1993 ◽  
Vol 24 (4) ◽  
pp. 194-198 ◽  
Author(s):  
Bonnie Brinton ◽  
Martin Fujiki
Keyword(s):  
Social Skills ◽  
Social Interactions ◽  
Language Impairment ◽  
Challenging Behavior ◽  
Social Problems ◽  
The Social ◽  
Relationship Of ◽  
The Relationship

This article provides an introduction to the clinical forum on the relationship of language impairment, social skills, and socioemotional behavior. We introduce the following issues: (a) the influence of language impairment on the social interactions of children, (b) the association between language and challenging behavior, and (c) the relationship between language impairment, social problems, and psychiatric impairment.

Case History Risk Factors for Specific Language Impairment: A Systematic Review and Meta-Analysis

2017 ◽  
Vol 26 (3) ◽  
pp. 991-1010 ◽  
Author(s):  
Johanna M. Rudolph
Keyword(s):  
Risk Factors ◽  
Systematic Review ◽  
At Risk ◽  
Clinical Significance ◽  
Case History ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Early Identification ◽  
Specific Language ◽  
Late Talker

Purpose Research suggests that the best approach to early identification of children with specific language impairment (SLI) should include assessment of risk factors. However, previous attempts to develop a list for this purpose have been unsuccessful. In this study, systematic review and meta-analytic procedures were used to determine whether any case history factors can be used to identify toddlers at risk of developing SLI. Method Epidemiological studies that examined the association between risk factors and SLI were identified. Results across studies were aggregated to determine more precisely the strength of association between each risk factor and the development of SLI. The clinical significance of these factors was established via comparison to late talker status. Results Eleven risk factors were found to be statistically significant predictors of SLI. Among these, maternal education level, 5-min Apgar score, birth order, and biological sex met criteria for clinical significance. Conclusions At least 4 case history factors are as predictive as late talker status in the context of early identification of toddlers at risk for SLI. The findings of this review highlight the importance of taking a child's genetic and environmental context into consideration when deciding whether further evaluation and early intervention services are warranted. Supplemental Materials https://doi.org/10.23641/asha.5150122

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