Using Measurement Invariance to Study Social Withdrawal in Children With Developmental Language Disorders.

Purpose Teacher ratings were used to compare children with developmental language disorders (DLD) and their typically developing peers on 2 subtypes of social withdrawal (shyness and unsociability). Measurement invariance analysis was utilized to determine if teachers rated the 2 groups using the same underlying construct for each of the rating scale items that have been designed to assess withdrawn behavior. Method The Teacher Behavior Rating Scale (TBRS; C.

The Ability of Children With Language Impairment to Dissemble Emotions in Hypothetical Scenarios and Natural Situations.

Purpose: This study examined the ability of children with language impairment (LI) to dissemble (hide) emotional reactions when socially appropriate to do so.

Method: Twenty-two children with LI and their typically developing peers (7;1-10;11 [years;months]) participated in two tasks. First, participants were presented with hypothetical scenarios in which the main character was exposed to situations that would require dissembling an emotional reaction for social purposes (e.

A social communication intervention to increase validating comments by children with language impairment.

Purpose: Four children identified with language impairment (LI) participated in a social communication intervention to increase the production of validating comments, including making positive statements, sharing information, and asking peers questions about themselves.

Method: A case study design was used. Baseline measures were collected from 3 cooperative learning sessions for each participant.

Language use in social interactions of school-age children with language impairments: an evidence-based systematic review of treatment.

Introduction: Pragmatic models were first applied to the treatment of children with language impairment in the late 1970s. Since that time, the study of language use has had considerable impact on language assessment and treatment. Despite the need to address pragmatic language skills clinically, there has been no systematic examination of the efficacy of treatments developed for this purpose.

The trajectory of language impairment into adolescence: what four young women can teach us.

Five girls who were identified with language impairment in elementary school were reevaluated 8 years later to investigate the trajectory of language and social development. At the time of follow-up, one participant had recently been expelled from school due to violent behavior and was not available for assessment. Aspects of the language, academic, social, and behavioral status of the remaining four participants were evaluated.

Ability of children with language impairment to understand emotion conveyed by prosody in a narrative passage.

Background: Several recent studies have indicated that children with language impairment experience difficulty with various aspects of emotion understanding. Because emotion understanding skills are critical to successful social interaction, it is possible that these deficits play a role in the social problems frequently experienced by children with language difficulties.

Aims: To explore further the emotion understanding skills of children with language impairment, the investigation examined the ability of these children to understand emotion conveyed by prosody in a narrative passage.

What should chris say? The ability of children with specific language impairment to recognize the need to dissemble emotions in social situations.

Purpose: In this study, the authors examined the ability of children with specific language impairment (SLI) and their typical peers to judge when an experienced emotion should be dissembled (hidden) in accord with social display rules.

Method: Participants included 19 children with SLI and19 children with typical language skills, both groups ranging in age from 7;9 (years;months) to 10;10, with a mean age of 9;1. Children were presented with 10 hypothetical social situations in which a character, Chris, experienced an emotion that should be dissembled for social purposes.

Understanding emotions in context: the effects of language impairment on children's ability to infer emotional reactions.

Background: Research indicates children with language impairment (LI) may experience social deficits extending beyond those expected due to their language deficits. In particular, it has been found that children with LI have difficulty with various aspects of emotional competence. One aspect of emotional competence is emotion understanding, which includes the ability to infer the emotions of oneself and others from social context.

Social competence in children with language impairment: making connections.

Children with language problems frequently experience social difficulty. This is the case not only for children diagnosed as having impairments such as autism spectrum disorder, Asperger syndrome (AS), or mental retardation but also for children falling into diagnostic categories traditionally considered to be primarily language based (e.g.

Description of a program for social language intervention: "if you can have a conversation, you can have a relationship".

Adolescents with impaired language comprehension and formulation skills often experience difficulty keeping up with the linguistic and social demands of peer interaction. This clinical exchange describes an individualized treatment program designed to increase the conversational skill of an adolescent male with language impairment. Treatment focused on increasing awareness of the listener's needs and on balancing the exchange of conversational turns.

Description of a Program for Social Language Intervention: If You Can Have a Conversation, You Can Have a Relationship.

Adolescents with impaired language comprehension and formulation skills often experience difficulty keeping up with the linguistic and social demands of peer interaction. This clinical exchange describes an individualized treatment program designed to increase the conversational skill of an adolescent male with language impairment. Treatment focused on increasing awareness of the listener's needs and on balancing the exchange of conversational turns.

The relationship between social behavior and severity of language impairment.

The Teacher Behavior Rating Scale (C. H. Hart and C.

The relationship of language and emotion regulation skills to reticence in children with specific language impairment.

This study examined the relationship between emotion regulation, language ability, and reticent behavior in children with specific language impairment (SLI) and their typical peers. Participants included 43 children with SLI and 43 typically developing children, for a total sample of 86 participants. Children were selected from 2 age ranges: 5-8 years and 9-12 years.

Blending quantitative and qualitative methods in language research and intervention.

Best practice in speech-language pathology should be informed by current research findings. Traditional research methods are not always geared to address some of the complex, individual questions that arise in clinical intervention, however. Qualitative research methods may provide useful tools for bridging the gap from research to practice.

Self-esteem in children with specific language impairment.

The purpose of this preliminary study was to probe the self-perceptions of a group of children with specific language impairment (SLI) and their typically developing peers. A measure of self-esteem was administered to 46 children between the ages of 6 and 9 years old and 34 children between the ages 10 and 13. In the younger group, there were no statistically significant differences between children with SLI and typically developing children in the way they perceived themselves across domains of competence and acceptance.

Emotion Regulation in Children With Specific Language Impairment.

Purpose: The purpose of this preliminary study was to determine if emotion regulation warrants investigation as a factor influencing social outcomes in children with specific language impairment (SLI). Emotion regulation was evaluated in children with SLI and their typically developing peers.

Method: Teachers were asked to rate the emotion regulation behaviors of 41 children with SLI and 41 typical peers using the "Emotion Regulation Checklist" (ERC, Shields & Cicchetti, 1997; 1998).

Social Behaviors of Children With Language Impairment on the Playground: A Pilot Study.

Purpose: This pilot study examined the social behaviors of children with language impairment (LI) and their typical peers on the playground.

Method: Eight children with LI and their age-matched peers were videotape recorded for 45 minutes during morning and lunch recesses. Samples were divided into 5-second segments and coded according to the child's behavior occurring during the segment.

Children With Language Impairment in Cooperative Work Groups: A Pilot Study.

Purpose: This pilot study examined the manner in which the individual social-behavioral profiles of children with language impairment (LI) influenced their ability to work within cooperative groups.

Method: Six children with LI each participated in four different cooperative work groups. In each of these groups, the child with LI interacted with two typically developing children (for a total of 48 different typical children).

Withdrawn and Sociable Behavior of Children With Language Impairment.

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.