Access Behaviors of Children With Specific Language Impairment

Craig, Holly K.; Washington, Julie A.

doi:10.1044/jshr.3602.322

Cited by 94 publications

(72 citation statements)

References 41 publications

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“…Older children with SLI demonstrate poor social competence, poor social cognitive knowledge (Conti-Ramsden & Botting, 2004;Marton et al, 2005) and difficulties with particular social skills, including negotiation strategies (Brinton, Fujiki, & Mckee, 1998) and accessing established interactions (Craig & Washington, 1993).…”

Section: Self-esteem Social Behaviors and Slimentioning

confidence: 99%

Self-Esteem, Shyness, and Sociability in Adolescents With Specific Language Impairment (SLI)

Wadman

Durkin

Conti‐Ramsden

2008

J Speech Lang Hear Res

108

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Section: Self-esteem Social Behaviors and Slimentioning

confidence: 99%

Self-Esteem, Shyness, and Sociability in Adolescents With Specific Language Impairment (SLI)

Wadman

Durkin

Conti‐Ramsden

2008

J Speech Lang Hear Res

108

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“…Finally, there is evidence that children with SLI are less likely to interact in conversational settings with multiple participants (Craig, 1993;Craig and Washington, 1993;Fey and Leonard, 1984;Rice, Sell, and Hadley, 1991). In addition, studies have indicated that these children are more likely to show higher levels of withdrawn behavior as reported by teachers (Fujiki, Brinton, Morgan, and Hart, 1999;Redmond and Rice, 1998) and observed during free play settings (Fujiki, Brinton, Isaacson, and Summers, 2001).…”

Section: Introductionmentioning

confidence: 99%

A method for assessing the use of first person verb forms by preschool-aged children with SLI

Polite

Leonard

2007

Child Language Teaching and Therapy

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Children with specific language impairment (SLI) often have extraordinary difficulty in the use of tense and agreement morphemes. Because spontaneous speech samples may not provide a sufficient number of obligatory contexts for these morphemes, structured probe items are often employed. However, these usually emphasize actions that can be readily illustrated through drawings, which tend to have third person subjects. In this paper we describe a method that has been successful in creating obligatory contexts for a first person morpheme -auxiliary am -that heretofore has been assessed exclusively through spontaneous speech samples. Participants were 32 mainstream American English-speaking children comprising three diagnostic subgroups: children with SLI, typically developing age-matched peers, and younger typically developing peers matched for mean length of utterance (MLU). The children participated in a task in which they described their actions for an audience; these descriptions required the use of auxiliary am. The results revealed that the children with SLI used auxiliary am with significantly smaller percentages than both groups of typically developing children, a finding that is consistent with findings that employ other tense and agreement morphemes. Clinical applications of this method are discussed.

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“…As a consequence they miss valuable social experience and language input as well as practice of language skills (Corsaro, 1979;Craig & Washington, 1993;Brinton & Fujiki, 1999;Horowitz, 2005). According to Ladd (1984) peer relationship difficulties can be manifested in at least three ways: "peer isolation/withdrawal, lack of popularity (including peer neglect and rejection) and friendlessness" (Ladd, 1984, p.326).…”

Section: Peer Interaction In Children With Communication Problemsmentioning

confidence: 99%