Clara Andrés-Roqueta1, Juan E Adrian2, Rosa A Clemente3, Lidón Villanueva4. 1. Department of Developmental, Educational, Social and Methodological Psychology, Universitat Jaume I de Castellón, Av/ Sos Baynat, s/n, 12071 Castellón, Spain. Electronic address: candres@uji.es. 2. Department of Developmental, Educational, Social and Methodological Psychology, Universitat Jaume I de Castellón, Av/ Sos Baynat, s/n, 12071 Castellón, Spain. Electronic address: adrian@uji.es. 3. Department of Developmental, Educational, Social and Methodological Psychology, Universitat Jaume I de Castellón, Av/ Sos Baynat, s/n, 12071 Castellón, Spain. Electronic address: clemente@uji.es. 4. Department of Developmental, Educational, Social and Methodological Psychology, Universitat Jaume I de Castellón, Av/ Sos Baynat, s/n, 12071 Castellón, Spain. Electronic address: bvillanu@uji.es.
Abstract
BACKGROUND: Language is important for developing and maintaining social relationships, and also for understanding others minds. Separate studies have shown that children with Specific Language Impairment (SLI) present difficulties in both abilities, although the role of social cognition (SC) on peers' perception remains unexplored. AIMS: The present study aims to assess specific sociometric features of children with SLI through peer nominations of liking and disliking, and also to explore their relationship to the children's SC. METHODS AND PROCEDURES: Thirty-five children with SLI attending ordinary schools (3;10 to 8;00 years old) and thirty-five age-matched children (AM) were assessed with language, SC and sociometric measures. RESULTS: SLI group received more disliked nominations and had lower scores on SC tasks compared to the AM group. After controlling for age and language, SC made an independent contribution to disliked nominations within the SLI group. CONCLUSIONS: Difficulties with peers of children with SLI are related to their language level but also with their SC abilities. Consequently, only resolving language impairments will not necessarily improve early peer acceptance in children with SLI. IMPLICATION: This finding stresses the importance of early intervention programmes aimed at reducing deleterious effects in later development and socialization with peers.
BACKGROUND: Language is important for developing and maintaining social relationships, and also for understanding others minds. Separate studies have shown that children with Specific Language Impairment (SLI) present difficulties in both abilities, although the role of social cognition (SC) on peers' perception remains unexplored. AIMS: The present study aims to assess specific sociometric features of children with SLI through peer nominations of liking and disliking, and also to explore their relationship to the children's SC. METHODS AND PROCEDURES: Thirty-five children with SLI attending ordinary schools (3;10 to 8;00 years old) and thirty-five age-matched children (AM) were assessed with language, SC and sociometric measures. RESULTS: SLI group received more disliked nominations and had lower scores on SC tasks compared to the AM group. After controlling for age and language, SC made an independent contribution to disliked nominations within the SLI group. CONCLUSIONS: Difficulties with peers of children with SLI are related to their language level but also with their SC abilities. Consequently, only resolving language impairments will not necessarily improve early peer acceptance in children with SLI. IMPLICATION: This finding stresses the importance of early intervention programmes aimed at reducing deleterious effects in later development and socialization with peers.
Authors: Annette Estes; Jeffrey Munson; Tanya St John; Stephen R Dager; Amy Rodda; Kelly Botteron; Heather Hazlett; Robert T Schultz; Lonnie Zwaigenbaum; Joseph Piven; Michael J Guralnick Journal: J Autism Dev Disord Date: 2018-04
Authors: Kevin Durkin; Umar Toseeb; Nicola Botting; Andrew Pickles; Gina Conti-Ramsden Journal: J Speech Lang Hear Res Date: 2017-06-10 Impact factor: 2.297
Authors: Neeltje P van den Bedem; Julie E Dockrell; Petra M van Alphen; Mark de Rooij; Andrea C Samson; Elina L Harjunen; Carolien Rieffe Journal: Int J Lang Commun Disord Date: 2018-08-23 Impact factor: 3.020