Associations between Language Difficulties, Peer Victimization, and Bully Perpetration from 3 through 8 Years of Age: Results from a Population-Based Study

Autor/inn/en	Øksendal, Elise; Brandlistuen, Ragnhild Eek; Wolke, Dieter; Helland, Siri Saugestad; Holte, Arne; Wang, Mari Vaage
Titel	Associations between Language Difficulties, Peer Victimization, and Bully Perpetration from 3 through 8 Years of Age: Results from a Population-Based Study
Quelle	In: Journal of Speech, Language, and Hearing Research, 64 (2021) 7, S.2698-2714 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Language Impairments; Victims; Bullying; Peer Relationship; Young Children; Language Skills; Age Differences; Correlation; Foreign Countries; At Risk Persons; Individual Characteristics; Child Behavior; Norway; Child Behavior Checklist; Conners Rating Scales; Ages and Stages Questionnaires + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Victim; Opfer; Mobbing; Peer-Beziehungen; Frühe Kindheit; Language skill; Sprachkompetenz; Age; Difference; Age difference; Altersunterschied; Korrelation; Ausland; Risikogruppe; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Norwegen
Abstract	Background and Purpose: Schoolchildren with language difficulties experience more peer victimization compared to their typically developing (TD) peers. Whether these children also bully their peers (bully perpetration) more than TD children is unclear. Furthermore, little is known about peer victimization and bully perpetration among preschool children with language difficulties and how it may be related to different paths of language difficulties. This study aimed to investigate associations between language difficulties, peer victimization, and bully perpetration from preschool to school age as well as the risk of peer victimization and bully perpetration for children with different developmental paths of language difficulties and mild language difficulties compared to TD children. Method: The sample was drawn from the Norwegian Mother, Father and Child Cohort Study. Participants with completed questionnaires at 3, 5, and 8 years of age (n = 22,628) were included. Paths between latent variables of language skills at 3, 5, and 8 years of age, peer victimization at 5 and 8 years of age, and bully perpetration at 8 years of age were examined with structural equation modeling. Logistic regression was used to investigate peer victimization and bully perpetration for predefined paths of language difficulties. Results: Poor language skills at 3 and 5 years of age were associated with peer victimization at 5 years of age. Poor language skills at 5 and 8 years of age were associated with peer victimization and bully perpetration at 8 years of age. The association between poor language skills at 5 years of age and bully perpetration at 8 years of age was stronger for girls. Persistent paths of language difficulties at 3, 5, and 8 years of age showed the highest risk of peer victimization and bully perpetration. Conclusions: Language difficulties are associated with peer victimization and bully perpetration. The risk of peer victimization and bully perpetration differs according to different developmental paths of language difficulties from preschool to school age. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01