摘要:

Prevalence studies of co-occurring emotional/behavioral problems and language problems suggest that there is substantial overlap among these populations of children. Literature is reviewed that suggests that children with co-occurring problems may not be receiving the comprehensive service delivery programs they need. The role of language in emotional/behavioral regulation and social interaction is reviewed and implications for speechlanguage pathology relative to language assessment, intervention, and counseling of parents and other professionals are discussed.

ISSN:0271-8294    

出版商:OVID    

年代:1999

数据来源: OVID

摘要:

Children with language disorders have higher than average rates of peer relationship problems, suggesting that they are also at risk for loneliness. A review of research on loneliness as an emotional consequence of peer relationship difficulties in childhood is preceded by a discussion of the particular relevance of this literature for children with language difficulties. Evidence from research on loneliness indicates that peer acceptance, participation in friendship, friendship quality, and victimization by peers each contribute to children's feelings of loneliness at school. Suggestions are made concerning intervention efforts to reduce loneliness for children with language problems.

ISSN:0271-8294    

出版商:OVID    

年代:1999

数据来源: OVID

摘要:

This study examined reciprocal friendship and peer acceptance in children with specific language impairment (SLI). Peer rating and reciprocal friendship measures were administered in four classrooms containing 8 children with SLI. Three of the children with SLI were less well accepted than typical peers, and 5 children reported no reciprocal friendships. Suggestions for facilitating friendships in children with SLI are proposed

ISSN:0271-8294    

出版商:OVID    

年代:1999

数据来源: OVID

摘要:

Children with specific language impairment (SLI) often encounter social difficulties. This paper provides an overview of recent studies on the social skills of children with SLI followed by a detailed look at six children with SLI. The data reviewed include teacher ratings of social skills and child self-perceptions of loneliness and quantity of peer contacts. These children also participated in a series of interactional tasks including access, negotiation, and cooperative work. For each child, we consider the implications for language intervention goals and practices.

ISSN:0271-8294    

出版商:OVID    

年代:1999

数据来源: OVID

摘要:

Children gain access to what they want and need using many behaviors, including those that would be considered inappropriate, annoying, or harmful. These problem behaviors act as unconventional communication strategies. This article discusses the “communication hypothesis” of problem behavior, and describes methods for determining the communicative functions served by problem behavior. Identification of functions is a necessary first step for interventions that focus on training a more conventional communication form that can serve the same function, and thus replace problem behavior.

ISSN:0271-8294    

出版商:OVID    

年代:1999

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1999

数据来源: OVID