Peer acceptance of children with language and communication impairments in a mainstream primary school: Associations with type of language difficulty, problem behaviours and a change in placement organization

2012 ◽  
Vol 28 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Glynis Laws ◽  
Geraldine Bates ◽  
Maike Feuerstein ◽  
Emily Mason-Apps ◽  
Catherine White
Keyword(s):  
Peer Relationships ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Peer Acceptance ◽  
Peer Rejection ◽  
Resource Base ◽  
Classroom Behaviour ◽  
Language Resource ◽  
Language And Communication ◽  
Communication Impairments

This research investigated peer acceptance of children with language and communication impairments attending a language resource base attached to a mainstream school. Compared to other children in their mainstream peer groups, peer acceptance was poor. Peer rejection was more common for children with profiles consistent with an autistic spectrum disorder than for children with specific language impairment, and peer acceptance was significantly associated with social communication abilities. Children with clearer speech and more mature syntax also had more positive peer relationships. Language and communication appeared to be more important for peer acceptance than classroom behaviour. Changing children’s principal placements from the language resource base to the mainstream classes had some beneficial effect; peer rejection was reduced and most children were more tolerated.

Peer Acceptance and Friendship in Children with Specific Language Impairment

1999 ◽  
Vol 19 (2) ◽  
pp. 34-48 ◽  
Author(s):  
Martin Fujiki ◽  
Bonnie Brinton ◽  
Craig H. Hart ◽  
April H. Fitzgerald
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Peer Acceptance ◽  
Specific Language

scholarly journals Children’s autistic traits and peer relationships: do non-verbal IQ and externalizing problems play a role?

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Novika Purnama Sari ◽  
Maartje P. C. M. Luijk ◽  
Peter Prinzie ◽  
Marinus H. van IJzendoorn ◽  
Pauline W. Jansen
Keyword(s):  
Peer Relationships ◽  
Externalizing Problems ◽  
Peer Acceptance ◽  
Peer Rejection ◽  
Autistic Traits ◽  
Primary School Children ◽  
Social Responsiveness ◽  
Verbal Iq ◽  
The Social ◽  
High Level

Abstract Background Children with autism have difficulties in understanding relationships, yet little is known about the levels of autistic traits with regard to peer relationships. This study examined the association between autistic traits and peer relationships. Additionally, we examined whether the expected negative association is more pronounced in children with a lower non-verbal IQ and in those who exhibit more externalizing problems. Method Data were collected in a large prospective birth cohort of the Generation R Study (Rotterdam, the Netherlands) for which nearly 10,000 pregnant mothers were recruited between 2002 and 2006. Follow up data collection is still currently ongoing. Information on peer relationships was collected with PEERS application, an interactive computerized task (M = 7.8 years). Autistic traits were assessed among general primary school children by using the Social Responsiveness Scale (M = 6.1 years). Information was available for 1580 children. Result Higher levels of autistic traits predicted lower peer acceptance and higher peer rejection. The interaction of autistic traits with externalizing problems (but not with non-verbal IQ or sex) was significant: only among children with low externalizing problems, a higher level of autistic traits predicted less peer acceptance and more peer rejection. Among children exhibiting high externalizing problems, a poor peer acceptance and high level of rejection is seen independently of the level of autistic traits. Conclusion We conclude that autistic traits—including traits that do not classify as severe enough for a clinical diagnosis—as well as externalizing problems negatively impact young children’s peer relationships. This suggests that children with these traits may benefit from careful monitoring and interventions focused at improving peer relationships.

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.

6. Sign-Communication Intervention in Adults and Children with Aphasia

2020 ◽  
pp. 187-234
Author(s):  
John D. Bonvillian ◽  
Nicole Kissane Lee ◽  
Tracy T. Dooley ◽  
Filip T. Loncke
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Language Abilities ◽  
Brain Infection ◽  
Children And Childhood ◽  
Adults And Children ◽  
Communication Impairments ◽  
Deaf Persons ◽  
Speech And Language Disorders

Chapter 6 focuses on the language and communication impairments of adults and children that may be acquired after suffering a head injury, stroke, brain infection, tumor, or other similar trauma. Such persons may have had intact language abilities before the trauma, but often present with varying degrees of severity of aphasia that may temporarily or permanently affect their receptive understanding of language and/or their production of language. Although most of the literature examines such deficits in hearing persons and the resulting impact on spoken language, deaf persons may also experience aphasic impairments to their production and understanding of sign language. An examination of apraxia, which often co-occurs with aphasia, provides another dimension that needs to be analyzed when addressing strategies for language rehabilitation. The outcomes of sign-communication interventions in persons with aphasia are presented, along with a focus on Amer-Ind, pantomime skills, and the use of signing to facilitate speech. Finally, the authors address speech and language disorders such as acquired childhood aphasia (Landau-Kleffner syndrome), developmental language disorder (formerly known as specific language impairment) in both hearing and deaf children, and childhood apraxia of speech.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

Deficits in Explicit Language Problem Solving Rather Than in Implicit Learning in Specific Language Impairment: Evidence From Learning an Artificial Morphological Rule

2019 ◽  
Vol 62 (10) ◽  
pp. 3790-3807 ◽  
Author(s):  
Sara Ferman ◽  
Liat Kishon-Rabin ◽  
Hila Ganot-Budaga ◽  
Avi Karni
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Explicit Knowledge ◽  
Procedural Memory ◽  
Procedural Learning ◽  
Specific Language ◽  
Language Problems ◽  
Morphological Rule ◽  
Semantic Distinction

Purpose The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age–matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit—perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task—can better explain their difficulties in language learning.

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