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

Abstract

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.

Associations Between Toddler-Age Communication and Kindergarten-Age Self-Regulatory Skills

“…This is in accordance with the often reported findings on difficulties in social functioning among children with language impairment (SLI; Botting & Conti-Ramsden, 2008;Fujiki et al, 2002;Hart et al, 2004;St Clair et al, 2011). The present study contributes to the field by using a longitudinal design and extending the observations of the association between language and social skills to a sample of children younger than those who have commonly been assessed.…”

“…Language impairment has been shown to be related to poor social skills (Botting & Conti-Ramsden, 2008;Clegg, Hollis, Mawhood, & Rutter, 2005;Durkin & Conti-Ramsden, 2007;Fujiki, Brinton, & Clarke, 2002;Hart, Fujiki, Brinton, & Hart, 2004;Lindsay et al, 2007;St Clair et al, 2011), deficient emotion regulation (Fujiki et al, 2002;Fujiki, Spackman, Brinton, & Hall, 2004;St Clair et al, 2011), and behavioral regulation (Snowling, Bishop, Stothard, Chipchase, & Kaplan, 2006;St Clair et al, 2011;van Daal, Verhoeven, & van Balkom, 2007). Associations between language impairment and difficulties in executive functions have been studied to a lesser extent, but the evidence RUNNING HEAD: Communication and Self-regulatory Skills 5 suggests a link between them (e.g., Henry et al, 2012;Marton, 2008;Westby & Cutler, 1994).…”

“…In some studies focus has been on either mixed receptive, receptive, or expressive language impairments (e.g., Botting & Conti-Ramsden, 2008;Durkin & Conti-Ramsden, 2007;Snowling et al, 2006), and in some studies on more specific aspects of language (e.g., van Daal et al, 2007 on phonology, speech, semantics, and, syntax). The findings suggest that receptive difficulties are associated with poor friendship quality (Durkin & Conti-Ramsden, 2007) and with poor social outcomes in adolescence (Botting & ContiRamsden, 2008); expressive difficulties have been associated e.g., with attention problems (Snowling et al, 2006); phonological problems with behavioral problems (van Daal et al, 2007), and semantic difficulties with internalizing behavior (van Daal et al, 2007).…”

Habilidades sociales en preadolescentes con trastorno específico del lenguaje

“…Por tanto, no es extraño que en estas etapas vitales intermedias de preadolescencia y adolescencia la actividad social y el número de relaciones sociales se vean influidas por el lenguaje, las habilidades sociales y otras variables como la cognición social (Botting y Conti-Ramsden, 2008). Según estas autoras, podemos establecer que las habilidades sociales y las habilidades comunicativas actúan como factores predictores de los resultados de las interacciones con los demás.…”

“…Teniendo en cuenta los estudios previos en otras lenguas y contextos sociales (Botting y Conti-Ramsden, 2008;Durkin y Conti-Ramsden, 2007;Fujiki et al, 1996;Wadman et al, 2011a), nos planteamos la hipótesis de que los niños con TEL presentarán un menor índice de habilidades sociales, liderazgo, adaptabilidad y habilidades adaptativas que los niños con desarrollo típico.…”