Social Behaviors of Children With Language Impairment on the Playground

Fujiki, Martin; Brinton, Bonnie; Isaacson, Ted; Summers, Connie

doi:10.1044/0161-1461(2001/008)

Cited by 139 publications

(131 citation statements)

References 24 publications

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“…These findings support a large literature on younger children with impaired language showing that social outcomes are at risk in populations with communication impairment (Fujiki et al, 2001). The study also lends support to other studies which report that those with language impairments (but not autism) have subtle social cognition impairments (e.g., Farmer, 2000).…”

Section: Language Group and Social Outcomesupporting

confidence: 80%

“…Some have suggested that language difficulties cause an impairment in social cognition (e.g., de Villiers & de Villiers, 2000) and there is some compelling intervention work to support this (Hale & Tager Flusberg, 2003). On the other hand, the wealth of research showing that those with SLI have social difficulties (e.g., Cantwell & Baker, 1978;Redmond & Rice, 1998;Conti-Ramsden & Botting, 2004;Fujiki et al, 2001), also opens the question as to whether these could arise from either inherent (co-morbid) social cognitive impairments or psychosocially as a result of poor language opportunities.…”

Section: Social Cognition In Relation To Social Skill and Language Inmentioning

confidence: 99%

“…These findings suggest that poor language may play a complex role in adolescents' social development. (Horowitz, Jansson, Ljungberg & Hedenbro, Monica, 2006); less responsive to social initiation (McCabe & Marshall, 2006); more withdrawn in the playground (Brinton, Fujiki, Isaacson & Summers, 2001) and have ongoing social problems even when language difficulties appear to resolve (Glogowska, Roulstone, Peters & Enderby, 2006) Nevertheless the factors that may be involved in these social impairments, and the ways in which they impact on functional social outcomes has not been investigated fully. The role of social cognition (such as Theory of Mind, and understanding emotions) especially, has not been explored in older children in relation to these behavioural outcomes.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI

Botting

Conti‐Ramsden

2008

British J of Dev Psycho

100

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Social skill and language are known to relate, not least in the example of those with specific language impairment (SLI). However, most of the research examining this trend has been conducted on young primary school age children and the nature of the relationships is unclear. Furthermore, little is known about which young people in general have social difficulties and whether language, social cognition, and social skills are directly associated at this age. In this study, a large cohort made up of young people with a history of SLI (N = 134) and a typically developing (TD) group (N = 124) of the same age were followed up in their final year of compulsory schooling (aged 16). Language, social cognition, social skills, and functional social outcomes (friendships and levels of social activity) were assessed using tasks and questionnaires. Modest associations were found between social cognition, language, and social behaviours, the strongest being between language and social cognition. Regression analyses showed that as a combined group, the adolescents' functional social outcomes were most associated with expressive language, social skill, and social cognitive ability. However, the patterns differed when the groups were analysed separately, with social cognition playing more of a role for those with SLI. These findings suggest that poor language may play a complex role in adolescents' social development.

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Section: Language Group and Social Outcomesupporting

confidence: 80%

Section: Social Cognition In Relation To Social Skill and Language Inmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI

Botting

Conti‐Ramsden

2008

British J of Dev Psycho

100

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“…An observational study of eight children with language impairments aged between 6 and 10 years found they displayed significantly more withdrawn behaviours than age-matched peers (Fujiki, Brinton, Isaacson, & Summers, 2001). In studies comparing teacher ratings of children with SLI and age-matched peers (5 to 13 years), children with SLI were judged to have significantly higher levels of reticence (motivated to interact but avoid and feel anxious in such interactions) and solitary-passive withdrawn behaviour, and these differences were large (Fujiki, Brinton, Morgan, & Hart, 1999;Fujiki, Spackman, Brinton, & Hall, 2004;Hart, Fujiki, Brinton, & Hart, 2004).…”

mentioning

confidence: 99%

Social stress in young people with specific language impairment

Wadman

Durkin

Conti‐Ramsden

2010

Journal of Adolescence

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“…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). The factors responsible for children's reluctance to participate are both social and grammatical.…”

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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Social Behaviors of Children With Language Impairment on the Playground

Abstract: Specific intervention targeting social language skills in playground contexts may be warranted to include children with LI in social interactions at recess.

Cited by 139 publications

References 24 publications

The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI

The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI

Social stress in young people with specific language impairment

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

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