ERIC Number: EJ951055
Record Type: Journal
Publication Date: 2011-Oct
Abstractor: As Provided
Peer Victimization among Students with Specific Language Impairment, Attention-Deficit/Hyperactivity Disorder, and Typical Development
Redmond, Sean M.
Language, Speech, and Hearing Services in Schools, v42 n4 p520-535 Oct 2011
Purpose: The potential contributions of behavioral and verbal liabilities to social risk were examined by comparing peer victimization levels in children with specific language impairment (SLI) to those in children with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) children. Method: Sixty children (age range: 7-8 years) participated in the study. Standardized verbal measures and parent ratings of behavioral difficulties were combined with children's self-reports of their school and peer environments to examine the risk for negative peer experiences associated with clinical status. Results: Clinical status was associated with elevated levels of victimization, especially for participants with SLI. A potential buffering effect for number of close friendships was found for participants with ADHD and TD participants, but not for participants with SLI. Peer victimization was associated with elevated levels of hyperactivity and stronger narrative skills for participants with SLI. Conclusion: These results highlight the importance of peer victimization in the social adjustment of students with developmental language disorders.
Descriptors: Language Impairments, Attention Deficit Hyperactivity Disorder, Children, Victims, Comparative Analysis, Friendship, Social Adjustment, Behavior Problems, Educational Environment, Peer Relationship
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: email@example.com; Web site: http://lshss.asha.org/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A