Mediators of the Risk for Problem Behavior in Children with Language Learning Disabilities

Abstract

A developmental-organizational perspective was employed to explore underlying risk for problem behavior in children with language learning disabilities. The independent and relative influences of social discourse and social skills on problem behavior were examined in 50 children with language learning disabilities (LLD) and 50 control children (children without LLD) aged 8 to 12 years. Hierarchical regression analyses revealed that when examined independently, both impaired social discourse skill and poor social skills accounted for the negative effect of LLD status on children's problem behavior. When social discourse and social skills were examined simultaneously in relation to problem behavior, social discourse no longer retained its predictive value. This result suggests that children's impaired social interactional functioning is central to the development of behavioral symptomatology. However, the importance of social discourse cannot be overlooked, given the significant correlation between social discourse and social skills ratings. Though these results are correlational in nature, it is argued that the impaired communicative competence of some children with LLD may contribute to poor social skills that ultimately manifest themselves as more clinical problem behaviors characterized by internalizing and externalizing symptomatology. Finally, differences were confirmed in social discourse performance, social skills, and problem behaviors between the children with LLD and the control group children. Findings emphasize the importance of the routine assessment and monitoring of broader social discourse skills, in addition to social competence, in children with LLD.

Dialogic Reading's Potential to Improve Children's Emergent Literacy Skills and Behavior

“…For example, Griffith, Rogers-Adkinson, & Cusick (1997) found that 55%-85% of adolescents enrolled in a behavioral disorders day-treatment facility scored one standard deviation below the mean on a pragmatic language assessment. Giddan, Milling, & Campbell (1996) found that 60% of adolescents admitted to an inpatient psychiatric clinic exhibited language deficits (also see Cohen, Davine, Horodezky, Lipsett, & Isaacson, 1993;Vallance, Cummings, & Humphries, 1998, for similar findings).…”

Learning difficulties, social intelligence, and self–concept: Connections to bully–victim problems

“…Learning difficulties, negative self-concept, and lack of social competence are among the individual characteristics that have been related to bully-victim problems in several separate studies (e.g., Montgomery, 1994;Nabuzoka & Smith, 1993;Salmivalli, 1998;Vallance, Cummings & Humphries, 1998). The aim of the present study was to investigate the interconnections between these qualities, the value patterns they constitute, and how these value patterns are associated with bully-victim problems in school settings.…”

Internalizing correlates of dyslexia

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