Withdrawn and Sociable Behavior of Children With Language Impairment

1999 ◽  
Vol 30 (2) ◽  
pp. 183-195 ◽  
Author(s):  
Martin Fujiki ◽  
Bonnie Brinton ◽  
Melanie Morgan ◽  
Craig H. Hart
Keyword(s):  
Prosocial Behavior ◽  
Language Impairment ◽  
Impulse Control ◽  
Social Problems ◽  
Rating Scale ◽  
Complex Nature ◽  
Typically Developing ◽  
Typically Developing Children ◽  
The Relationship ◽  
Passive Withdrawal

This study examined the dimensions of withdrawal and sociability in children with language impairment (LI) and their typically developing chronological age-matched peers. Classroom teachers rated the withdrawn and sociable behaviors of 41 children with LI and 41 typically developing peers using the Teacher Behavioral Rating Scale (TBRS, Hart & Robinson, 1996). Children were sampled from the age ranges of 5 to 8 years and 10 to 13 years. Subtypes of both withdrawn (solitary-passive withdrawal, solitary-active withdrawal, reticence) and sociable (impulse control/likability, prosocial) behavior were examined. Teachers rated children with LI as displaying higher levels of reticent behavior than typically developing children. Teachers also rated boys with LI as displaying significantly higher levels of solitary-active withdrawal than girls with LI or typically developing children of either gender. The groups did not differ on solitary-passive withdrawal, although boys were rated higher than girls. In the dimension of sociable behavior, children with LI were rated significantly below typical peers on subtypes of impulse control/likability and prosocial behavior. The relationship between language impairment and withdrawn and sociable behavior is complex. Although language impairment is an important factor in social difficulty, the current results suggest that language impairment is not the sole factor leading to social problems in children with LI. Assessment and intervention procedures for children with language and social problems should take the complex nature of this relationship into account.

The Relationship Between Social Behavior and Severity of Language Impairment

2004 ◽  
Vol 47 (3) ◽  
pp. 647-662 ◽  
Author(s):  
Kerstine I. Hart ◽  
Martin Fujiki ◽  
Bonnie Brinton ◽  
Craig H. Hart
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Impulse Control ◽  
Rating Scale ◽  
Teacher Behavior ◽  
Receptive Language ◽  
Behavior Rating Scale ◽  
Withdrawn Behavior ◽  
Severe Impairment ◽  
Passive Withdrawal

The Teacher Behavior Rating Scale (C. H. Hart & C. C. Robinson, 1996) was used to compare the withdrawn and sociable behaviors of 41 children with specific language impairment (SLI) and 41 typically developing peers. Three subtypes of withdrawal (reticence, solitary-active, solitary-passive) and 2 subtypes of sociable behavior (prosocial, impulse control/likeability) were examined. Teachers rated children with SLI as exhibiting higher levels of reticence and solitary-passive withdrawal than typical children. Teachers also rated the children with SLI as demonstrating lower levels of both types of sociable behavior than typical children. The group with SLI was then separated into subgroups of children having more severe and less severe language impairment. These groupings did not differ on comparisons involving withdrawn behavior, except that girls with more severe receptive problems demonstrated higher levels of solitary-passive withdrawal than did girls with less severe language problems. Children with less severe receptive language impairment demonstrated higher levels of proficiency on both types of sociable behavior than their peers with more severe impairment. Children with more severe expressive problems also demonstrated poorer prosocial behavior—but not poorer impulse control/likeability—than children with less severe expressive problems. KEY WORDS : social skills, language impairment, socioemotional, withdrawal, social competence

scholarly journals Developmental Language Disorder and Autism: Commonalities and Differences on Language

2021 ◽  
Vol 11 (5) ◽  
pp. 589
Author(s):  
Natasa Georgiou ◽  
George Spanoudis
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Impairment ◽  
Language Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Typically Developing Children ◽  
Autism Group ◽  
Developmental Conditions

Language and communication deficits characterize both autism spectrum disorder and developmental language disorder, and the possibility of there being a common profile of these is a matter of tireless debate in the research community. This experimental study addresses the relation of these two developmental conditions in the critical topic of language. Α total of 103 children (79 males, 24 females) participated in the present study. Specifically, the study’s sample consisted of 40 children with autism, 28 children with developmental language disorder, and 35 typically developing children between 6 and 12 years old. All children completed language and cognitive measures. The results showed that there is a subgroup inside the autism group of children who demonstrate language difficulties similar to children with developmental language disorder. Specifically, two different subgroups were derived from the autism group; those with language impairment and those without. Both autism and language-impaired groups scored lower than typically developing children on all language measures indicating a common pathology in language ability. The results of this study shed light on the relation between the two disorders, supporting the assumption of a subgroup with language impairment inside the autism spectrum disorder population. The common picture presented by the two developmental conditions highlights the need for further research in the field.

Morehead & Ingram (1973) Revisited

2002 ◽  
Vol 45 (3) ◽  
pp. 559-563 ◽  
Author(s):  
David Ingram ◽  
Donald Morehead
Keyword(s):  
Language Impairment ◽  
Research Note ◽  
Past Tense ◽  
Inflectional Morphology ◽  
Typically Developing ◽  
Methodological Issues ◽  
Typically Developing Children ◽  
Marked Contrast ◽  
Third Person ◽  
Selection Of

The finding in Morehead and Ingram (1973) that children with a language impairment do better in the use of inflectional morphology than MLU-matched typically developing children has been in marked contrast to several subsequent studies that have found the opposite relationship (cf. review in Leonard, 1998). This research note presents a reanalysis of a subset of the original Morehead and Ingram data in an attempt to reconcile these contradictory findings. The reanalysis revealed that the advantage on inflectional morphology for children with language impairment was only on the progressive suffix, not on plural and possessive or on the verbal morphemes third-person present tense and past tense. The results of the reanalysis are in line with more recent research (e.g., Rice, Wexler, & Cleave, 1995). The resolution of these discrepant results highlights the critical roles that methodological issues play—specifically, how subjects are matched on MLU, how inflectional morphology is measured, and the selection of subjects with regard to age.

scholarly journals Attention, Impulsiveness, and Gender in Academic Achievement Among Typically Developing Children

2018 ◽  
Vol 126 (1) ◽  
pp. 5-24
Author(s):  
Masoumeh Alavi ◽  
Jyi H. Seng ◽  
Mohamed S. Mustaffa ◽  
Mohd T. Ninggal ◽  
Mansour Amini ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Impulse Control ◽  
Clinical Samples ◽  
Typically Developing ◽  
Primary School Students ◽  
Typically Developing Children ◽  
School Students ◽  
And Gender ◽  
Academic Scores ◽  
Significant Moderator

Although several studies have examined the relationships among attention, impulse control, gender, and academic achievement, most have focused on clinical samples and have considered only one or two academic subjects. This study investigated these relationships among typically developing children using general achievement measures (academic scores and grades). Our participants were 270 typically developing primary school students (142 boys and 128 girls) of different nationalities living in Malaysia, recruited with purposive sampling with a mean age of 9.75 years. We found that both attention and impulse control significantly predicted academic achievement. Girls had a higher level of attention and impulse control than boys, but gender was not a significant moderator between either attention or impulse control and academic achievement. We discuss the implications of these findings and the need for further research.

A Drawing Task to Assess Emotion Inference in Language-Impaired Children

2015 ◽  
Vol 58 (5) ◽  
pp. 1563-1569 ◽  
Author(s):  
Nathalie Vendeville ◽  
Nathalie Blanc ◽  
Claire Brechet
Keyword(s):  
Language Impairment ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Free Response ◽  
Verbal Responses ◽  
Language Impaired ◽  
Response Range ◽  
Drawing Task ◽  
Impaired Children ◽  
Selection Of

Purpose Studies investigating the ability of children with language impairment (LI) to infer emotions rely on verbal responses (which can be challenging for these children) and/or the selection of a card representing an emotion (which limits the response range). In contrast, a drawing task might allow a broad spectrum of responses without involving language. This study used a drawing task to compare the ability to make emotional inferences in children with and without LI. Method Twenty-two children with LI and 22 typically developing children ages 6 to 10 years were assessed in school during 3 sessions. They were asked to listen to audio stories. At specific moments, the experimenter stopped the recording and asked children to complete the drawing of a face to depict the emotion felt by the story's character. Three adult study-blind judges were subsequently asked to evaluate the expressiveness of the drawings. Results Children with LI had more difficulty than typically developing children making emotional inferences. Children with LI also made more errors of different valence than their typically developing peers. Conclusion Our findings confirm that children with LI show difficulty in producing emotional inferences, even when performing a drawing task—a relatively language-free response mode.

Gesture and speech during shared book reading with preschoolers with specific language impairment

2015 ◽  
Vol 42 (6) ◽  
pp. 1191-1218 ◽  
Author(s):  
MANUELA LAVELLI ◽  
CHIARA BARACHETTI ◽  
ELENA FLORIT
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Sequential Analysis ◽  
Book Reading ◽  
Shared Book Reading ◽  
Typically Developing ◽  
Specific Language ◽  
Potential Effectiveness ◽  
Maternal Speech ◽  
The Relationship

ABSTRACTThis study examined (a) the relationship between gesture and speech produced by children with specific language impairment (SLI) and typically developing (TD) children, and their mothers, during shared book-reading, and (b) the potential effectiveness of gestures accompanying maternal speech on the conversational responsiveness of children. Fifteen preschoolers with expressive SLI were compared with fifteen age-matched and fifteen language-matched TD children. Child and maternal utterances were coded for modality, gesture type, gesture–speech informational relationship, and communicative function. Relative to TD peers, children with SLI used more bimodal utterances and gestures adding unique information to co-occurring speech. Some differences were mirrored in maternal communication. Sequential analysis revealed that only in the SLI group maternal reading accompanied by gestures was significantly followed by child's initiatives, and when maternal non-informative repairs were accompanied by gestures, they were more likely to elicit adequate answers from children. These findings support the ‘gesture advantage’ hypothesis in children with SLI, and have implications for educational and clinical practice.

Grammatical Morphology Deficits in Spanish-Speaking Children With Specific Language Impairment

2001 ◽  
Vol 44 (4) ◽  
pp. 905-924 ◽  
Author(s):  
Lisa M. Bedore ◽  
Laurence B. Leonard
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Typically Developing ◽  
Clinical Markers ◽  
Typically Developing Children ◽  
Specific Language ◽  
Spanish Speaking ◽  
Grammatical Morphology ◽  
Grammatical Morphemes ◽  
Third Person

The focus of this study was the use of grammatical morphology by Spanish-speaking preschoolers with specific language impairment (SLI). Relative to both same-age peers and younger typically developing children with similar mean lengths of utterance (MLUs), the children with SLI showed more limited use of several different grammatical morphemes. These limitations were most marked for noun-related morphemes such as adjective-agreement inflections and direct object clitics. Most errors on the part of children in all groups consisted of substitutions of a form that shared most but not all of the target’s grammatical features (e.g., correct tense and number but incorrect person). Number errors usually involved singular forms used in plural contexts; person errors usually involved third person forms used in first person contexts. The pattern of limitations of the children with SLI suggests that, for languages such as Spanish, additional factors might have to be considered in the search for clinical markers for this disorder. Implications for evaluation and treatment of language disorders in Spanish-speaking children are also discussed.

scholarly journals Lipreading Ability and Its Cognitive Correlates in Typically Developing Children and Children With Specific Language Impairment

2017 ◽  
Vol 60 (3) ◽  
pp. 485-493 ◽  
Author(s):  
Jenni Heikkilä ◽  
Eila Lonka ◽  
Sanna Ahola ◽  
Auli Meronen ◽  
Kaisa Tiippana
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Short Term Memory ◽  
Visual Speech ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Phonological Skills ◽  
Specific Language ◽  
Cognitive Correlates

PurposeLipreading and its cognitive correlates were studied in school-age children with typical language development and delayed language development due to specific language impairment (SLI).MethodForty-two children with typical language development and 20 children with SLI were tested by using a word-level lipreading test and an extensive battery of standardized cognitive and linguistic tests.ResultsChildren with SLI were poorer lipreaders than their typically developing peers. Good phonological skills were associated with skilled lipreading in both typically developing children and in children with SLI. Lipreading was also found to correlate with several cognitive skills, for example, short-term memory capacity and verbal motor skills.ConclusionsSpeech processing deficits in SLI extend also to the perception of visual speech. Lipreading performance was associated with phonological skills. Poor lipreading in children with SLI may be, thus, related to problems in phonological processing.

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