Aggression and Withdrawal Related Behavior within Conflict Management Progression in Preschool Boys with Language Impairment

Abstract

The boys with LI demonstrated difficulties confronting conflict management, as well as concluding emotionally heightened and aggressive behavioral turns.

Habilidades de resolução de conflito em crianças com Distúrbio Específico de Linguagem

“…Unlike the results found in this survey, the majority of studies that evaluated the children with SLI did not only note aggressive behavior, but also behaviors of withdrawal and avoidance (23,27) . It is likely that children with SLI end up using strategies like cursing and hitting for not being able to use conflict resolution strategies with more sophistication and effectiveness.…”

Facial emotion labeling in language impaired children

“…Difficulties with word finding has often been observed in children with SLI (e.g., Fried-Oken, 1987; Kail, Hale, Leonard, & Nippold, 1984; Katz et al, 1992; Lahey & Edwards, 1996; McGregor, 1997; McGregor & Waxman, 1998). Accordingly, this free labeling task was preceded by a label priming phase in order to avoid any lexicon access bias, and to balance label accessibility in verbal long-term memory in children with SLI and matched controls.…”

“…Their behavior appears more passive, withdrawn, and reticent in social interaction contexts compared with typical peers (Conti-Ramsden & Botting, 2004; Fujiki, Brinton, Morgan, & Hart, 1999; Tallal, Dukette, & Curtis, 1989). Several investigations support these observations, demonstrating, for instance, that children with SLI are less effective than typically developing age peers to engage in peer interaction and to manage peer conflicts and reconciliations, and further, have more negative representations about peers consequences in conflict situations (Botting & Conti-Ramsden, 2000; Brinton, Fujiki, & Higbee, 1998; Brinton, Fujiki, Spencer, & Robinson, 1997; Horowitz, Westlund, & Ljungberg, 2007; Liiva & Cleave, 2005; Timler, 2008). It has been hypothezised that in association with impaired linguistic skills, poor emotional competencies may contribute to problems with communication in children with SLI, which may lead to negative consequences in social interactions and friendship formation (Brinton, Spackman, Fujiki, Ricks, 2007; Ford & Milosky, 2003; Fujiki, Spackman, Brinton, & Illig, 2008; Spackman, Fujiki, Brinton, Nelson, & Allen, 2005; Spackman, Fujiki, & Brinton, 2006; Timler, 2003; Trauner, Ballantyne, Chase, & Tallal, 1994).…”

Co-occurrence of linguistic and behavioural difficulties in early childhood: a developmental psychopathology perspective

“…Elevated rates of disruptive behaviour problems have been reported among children with language delay or disorders (Horowitz, Westlund, & Ljungberg, 2007; van Daal, Verhoeven, & van Balkom, 2007; Willinger et al, 2003), as well as high rates of linguistic difficulties among children who meet diagnostic criteria for psychological disorders (Cohen et al, 1998; Ripley & Yuil, 2005). For example, a review of 26 studies revealed that 71% of children with emotional/behavioural problems experienced clinically significant language difficulties, and 57% of children with language difficulties also evidenced clinically significant emotional/behavioural problems (Benner, Nelson, & Epstein, 2002).…”