The Socioemotional Behaviors of Children With SLI

Redmond, Sean; Rice, Mabel L.

doi:10.1044/jslhr.4103.688

Cited by 228 publications

(209 citation statements)

References 34 publications

Supporting

Mentioning

183

Contrasting

Unclassified

Order By: Relevance

“…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%

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

View full text Add to dashboard Cite

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.

show abstract

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

confidence: 99%

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

View full text Add to dashboard Cite

show abstract

“…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: 89%

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

View full text Add to dashboard Cite

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.

show abstract

“…Developmental language disorders (DLD), including specific language impairment, can give rise to severe problems in later ToM development as advanced levels of ToM depend on intact language development. Children with DLD display deficits in falsebelief understanding, which persist in adult life (79). Although general grammatical development and vocabulary contribute significantly to ToM reasoning (80), impairment of grammar does not preclude a sound development of ToM, particularly in children with normal comprehension.…”

Section: Real-life Consequences Of Tom Development and Clinical Condimentioning

confidence: 99%

Theory of Mind and Neurodevelopmental Disorders of Childhood

2011

View full text Add to dashboard Cite

ABSTRACT:To a large extent, the human infant is socialized through the acquisition of a specific cognitive mechanism known as theory of mind (ToM), a term which is currently used to explain a related set of intellectual abilities that enable us to understand that others have beliefs, desires, plans, hopes, information, and intentions that may differ from our own. Various neurodevelopmental disorders, such as autism spectrum disorders, attention deficit hyperactivity disorder, developmental language disorders, and schizophrenia, as well as acquired disorders of the right brain (and traumatic brain injury) impair ToM. ToM is a composite function, which involves memory, joint attention, complex perceptual recognition (such as face and gaze processing), language, executive functions (such as tracking of intentions and goals and moral reasoning), emotion processing-recognition, empathy, and imitation. Hence, ToM development is dependent on the maturation of several brain systems and is shaped by parenting, social relations, training, and education; thus, it is an example of the dense interaction that occurs between brain development and (social) environment. (Pediatr Res 69: 101R-108R, 2011) H uman beings continuously make inferences about the psychological states of others. Each of us is constantly analyzing our impressions of others and constructing theories on the basis of the cues and information we receive. This enables us to understand ourselves and others and is a key determinant of self-organization and affect regulation. In addition to "verbal" descriptions of people and observation of their actions, the individual seeks deeper, more psychologically meaningful understandings and attributions in a causal framework to explain and to predict others' behavior on the basis of internal mental states (1). This kind of theory construction that makes up the core of everyday (folk) psychology is known as Theory of Mind (ToM), a term originating from a study of chimpanzee behavior (2), but entails verbal and conceptual abilities.ToM, mindreading in everyday parlance (3), is one of the subcomponents of social cognition, which embraces all the skills required to manage social communication and relationships in humans and nonhumans. It develops on the basis of certain mentalizing mechanisms and cognitive abilities and gives rise to the awareness that others have a mind with various mental states including beliefs, intuitions, plans, emotions, information, desires, and intentions and that these may differ from one's own. Impairment of ToM ability is often seen in children with autism, even in cases with a normal or high level of intelligence and other cognitive abilities (4).ToM develops fully only in human beings; the presence of a rudimentary ToM in some nonhuman primates and other animals is arguable although they can show very complex social behavior (5). The evolution of ToM probably depends on the increased size of the neocortex and increased importance of vision in primates as well as human beings' complex forms of ...

show abstract

The Socioemotional Behaviors of Children With SLI

Cited by 228 publications

References 34 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

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

Theory of Mind and Neurodevelopmental Disorders of Childhood

Contact Info

Product

Resources

About