Specific Language Impairment and Perspective Taking: Delayed Development of Theory of Mind, Visual and Emotional Perspective Taking

Farrant, Brad M.

doi:10.4172/2472-1786.100008

Cited by 3 publications

(5 citation statements)

References 72 publications

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“…The present results are consistent with previous research demonstrating slower development of ToM in children with SLI (Farrant, 2016;Jester & Johnson, 2016;Andrés-Roqueta et al, 2013). In recent study the performance of a group of children with SLI on a range of ToM tasks was compared with the performance of a group of typically developing children matched for non-verbal ability, gender, and age (Farrant, 2016). It was found that the children with SLI scored significantly lower on the diverse desires, knowledge access, contents false belief and low verbal false belief tasks compared to the matched group of typically developing children.…”

Section: Methodssupporting

confidence: 93%

“…The results of more recent ToM research have found that SLI is associated with delayed development of ToM (Farrant, 2016;Jester & Johnson, 2016;Andrés-Roqueta, Adrian, Clemente, & Katsos, 2013). Thus, the meta-analysis of 17 studies involving a total of 745 children aged 4-12 years old finds that children with language impairment had a significantly lower level of ToM development than typically developing children at the same age (Nilsson & López, 2016).…”

Section: Problem Statementmentioning

confidence: 99%

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Behavioral Control And Theory Of Mind In Preschoolers With Typical Development And Specific Language Impairment

Vilenskaya¹

2019

The European Proceedings of Social and Behavioural Sciences

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The article considers the mutual relations of theory of mind, behavioral control and language. Behavioral control has three components: cognitive control, emotional control and control of action. Behavioral control is assessed by the Day-Night task, the Test of Child Anxiety by Tamml, Dorky and Aman and a series of neuropsychological tasks. Theory of mind is assessed by the following tasks: visual perspective understanding tasks, the task for the understanding of desires, the task for the understanding of "seeing leads to knowing", the first-order false belief task and the understanding of false belief and deception in stories task. Verbal and non-verbal mental age is assessed by the Wechsler Preschool and Primary Scale of Intelligence-III. 25 typically developing children and 25 children with specific language impairment 4-5 years old (48-71 months old, 29 males) have participated in the study. The results of typically developing children and children with specific language impairment matched for verbal and non-verbal mental age, and chronological age are compared. The children with specific language impairment have lower overall score theory of mind (generalized indicator of tasks) and the poorer control of action (motor skills) than typically developing children. The relationship between language and the development of theory of mind and behavioural control are discussed.

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Section: Methodssupporting

confidence: 93%

Section: Problem Statementmentioning

confidence: 99%

Behavioral Control And Theory Of Mind In Preschoolers With Typical Development And Specific Language Impairment

Vilenskaya¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…That said, importantly, we believe that a key element to successful implementation of SS is that the short story is thoughtfully written, individualized, age appropriate, relevant to the child's needs, and skill‐level appropriate. For example, the SS should be written at a reading level that is not condescending to a child's reading ability and that is both comprehensible and stimulating to the child (Farrant, ).…”

Section: Discussionmentioning

confidence: 99%

“…The literature on early childhood education reports that challenging or disruptive behaviors are common among children, regardless of whether they have any documented diagnoses or learning disabilities (Egger & Angold, 2006;Powell, Fixsen, Dunlap, Smith, & Fox, 2007). Rooted in the ecological and family system frameworks (Bronfenbrenner, 1986;Bruder, 2000) is the assumption that child outcomes are heavily influenced by bidirectional ongoing interactions within the family unit and family-centered practices.…”

mentioning

confidence: 99%

Training Parents to Create and Implement Social Stories™: Promoting Social Competence in Children Without Disabilities

2019

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Objective To examine the feasibility and benefits of a parent training on using Social Stories™ (SS). Background SS have been widely used as an effective approach to help children improve social understanding, particularly in children with autism spectrum disorders (ASD). However, efforts to train parents to use SS have been limited, particularly with children without ASD displaying behavioral challenges. Method SS training and implementation were rooted in the guidelines established by the developer of SS, Carol Gray. A convenience sample of 19 children and their parents participated in the study, using a single‐case design (ABAB) with each family. Results The results provide evidence that parents can be effectively coached on the creation and implementation of SS. The results indicated that using SS reduced disruptive behaviors and increased constructive social skills in 15 of the 19 cases tested (79%). Conclusion The study provides support for the benefits of teaching parents SS to address specific challenging behaviors. Although more work needs to be done, these findings add to the discussion on the feasibility of SS with children without ASD. Implications The findings provide further support for a link between addressing perspective‐taking skills and behavioral regulations. Specifically, the study expands existing literature on the importance of using narrative to help children improve social understanding. Despite study limitations, the results indicate that the SS approach can be useful to parents and other caregivers for addressing immediate challenging behaviors with children who do not have ASD.

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“…Πραγματολογικές δυσκολίες επίσης έχουν καταγραφεί στα παιδιά με ΑΓΔ. Για παράδειγμα, δυσκολεύονται να ξεκινήσουν και να διατηρήσουν ένα θέμα συζήτησης, να κατανοήσουν τις μεταφορές και τις ιδιωματικές εκφράσεις (Βογινδρούκας, 2010), τα συναισθημάτα των άλλων σε μια συγκεκριμένη επικοινωνιακή κατάσταση (Farrant, 2015), τα έμμεσα αιτήματα, την κατανόηση και χρήση χειρονομιών (Wray et al, 2016), ενώ εμφανίζουν καλύτερες δεξιότητες επικοινωνίας όταν απευθύνονται σε έναν παρά σε πολλούς συνομιλητές. Τέλος, έρευνες αναφέρουν ότι γενικά οι αφηγήσεις των παιδιών με ΑΓΔ χαρακτηρίζονται από απλή δομή, χαμηλά επίπεδα συνοχής, μορφοσυντακτικά λάθη, απλή σύνταξη, παράλειψη πληροφοριών και φτωχή χρονική ακολουθία γεγονότων (Reilly et al, 2004).…”

Section: ο προφορικός λόγος στα παιδιά με και χωρίς γλωσσικά ελλείμματαunclassified

Προφορικός Λόγος Και Ψυχοκοινωνική Προσαρμογή Σε Παιδιά Πρώτης Σχολικής Ηλικίας Με Διαφορετικά Αναπτυξιακά Γλωσσικά Προφίλ

2021

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The role of language in children’s psychosocial competence is fundamental, as it contributes to the emotional and behavioral self-regulation as well as to the interpersonal relationships. In line, recent research evidence emphasizes that children with Developmental Language Disorder (DLD), who have significant language deficiencies, often face psychosocial difficulties that challenge academic/school achievement. The aim of the present study is to provide the most detailed description of oral skills (phonology, semantics, morphology, pragmatics and narrative discourse) and psychosocial adaptation (social, school, emotional, and behavioral problems) as well as to investigate the interaction of the above skills, which has not yet been adequately studied in children with and without language deficits. Thirty-six children aged 6 years participated in the study. Half of the participants were children with DLD and half were typically developing children. All the children were evaluated on their non-verbal intelligence as well as on vocabulary, phonological awareness, morphology, pragmatic and narrative skills with the use of a standardized language assessment battery, LOGOMETRO. The children’s psychosocial competence was assessed with the Psychosocial Competence Test, which was completed by the teachers of the children who participated in the study. Mixed variance analysis was applied to test (a) the main effects of the group of children and the type of measurement as well as (b) the interaction of these two. The results showed statistically significant differences in the areas of oral language and psychosocial skills between and within the groups. In addition, there were significant correlations between the language performance and the psychosocial skills in children with DLD. The findings are discussed in terms of their theoretical and educational implications for early detection and intervention.

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Specific Language Impairment and Perspective Taking: Delayed Development of Theory of Mind, Visual and Emotional Perspective Taking

Cited by 3 publications

References 72 publications

Behavioral Control And Theory Of Mind In Preschoolers With Typical Development And Specific Language Impairment

Behavioral Control And Theory Of Mind In Preschoolers With Typical Development And Specific Language Impairment

Training Parents to Create and Implement Social Stories™: Promoting Social Competence in Children Without Disabilities

Προφορικός Λόγος Και Ψυχοκοινωνική Προσαρμογή Σε Παιδιά Πρώτης Σχολικής Ηλικίας Με Διαφορετικά Αναπτυξιακά Γλωσσικά Προφίλ

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