This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Botting, N. Articles by Conti-Ramsden, G. Search for Related Content Social Bookmarking                   What's this?

Social and behavioural difficulties in children with language impairment

Centre for Educational Needs, School of Education, University of Manchester, nicola.botting{at}man.ac.uk

Gina Conti-Ramsden

Centre for Educational Needs, School of Education, University of Manchester

This paper examines the secondary social and behavioural difficulties of a large cohort of children attending language units in England. In stage 1 of the study, 242 children with language impairments were assessed on a measure of peer competence, a behavioural measure, a cognitive measure and also using teacher opinion of emotional/behavioural status in school year 2 (age 6-7). A year later, 214 of the children were followed up at age 7-8 years. The group is examined as a whole and in terms of subgroups according to type of language impairment. While the group pattern for behavioural difficulties showed that children in language units do not generally have clinical-level behavioural problems, the scores were significantly different by subgroup, with children exhibiting mainly expressive difficulties showing the least secondary behavioural problems and children with mixed expressive and receptive problems showing the greatest increase in behavioural scores from stage 1 to stage 2. Children with complex receptive and complex language impairments were the most likely to score over the clinical threshold when examined by frequency and these children were also rated as having more marked social difficulties with peers than the other subgroups. Agreement between questionnaire score and teacher opinion was high. Patterns of social and behavioural impairment showed no associations with gender or cognitive ability. The implications of the findings are discussed in relation to other studies on social or behavioural impairment in this population.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				J. Law, J. B. Tomblin, and X. Zhang Characterizing the Growth Trajectories of Language-Impaired Children Between 7 and 11 Years of Age J Speech Lang Hear Res, June 1, 2008; 51(3): 739 - 749. [Abstract] [Full Text] [PDF]

				M. J. Ritzman and D. Sanger Principals' Opinions on the Role of Speech-Language Pathologists Serving Students With Communication Disorders Involved in Violence Lang Speech Hear Serv Sch, October 1, 2007; 38(4): 365 - 377. [Abstract] [Full Text] [PDF]

				J. Gilmore and M. Vance Teacher ratings of children's listening difficulties Child Language Teaching and Therapy, June 1, 2007; 23(2): 133 - 156. [Abstract] [PDF]

				R. Paradice, N. Bailey-Wood, K. Davies, and M. Solomon Developing successful collaborative working practices for children with speech and language difficulties: a pilot study Child Language Teaching and Therapy, June 1, 2007; 23(2): 223 - 236. [Abstract] [PDF]

				S. Barrett, M. Prior, and J. Manjiviona Children on the Borderlands of Autism: Differential Characteristics in Social, Imaginative, Communicative and Repetitive Behaviour Domains Autism, March 1, 2004; 8(1): 61 - 87. [Abstract] [PDF]

				G. Lindsay and J. E. Dockrell Whose Job Is It?: Parents' Concerns About the Needs of Their Children with Language Problems Journal of Special Education, February 1, 2004; 37(4): 225 - 235. [Abstract] [PDF]

				J. Law and S. Sivyer Promoting the communication skills of primary school children excluded from school or at risk of exclusion: An intervention study Child Language Teaching and Therapy, February 1, 2003; 19(1): 1 - 25. [Abstract] [PDF]

				G. Lindsay, J. Dockrell, B. Letchford, and C. Mackie Self esteem of children with specific speech and language difficulties Child Language Teaching and Therapy, June 1, 2002; 18(2): 125 - 143. [Abstract] [PDF]

				M. Cross, P. Blake, N. Tunbridge, and T. Gill Collaborative working to promote the communication skills of a 14-year-old student with emotional, behavioural, learning and language difficulties Child Language Teaching and Therapy, October 1, 2001; 17(3): 227 - 246. [Abstract] [PDF]