Peer Victimization among Students with Specific Language Impairment, Attention-Deficit/Hyperactivity Disorder, and Typical Development

Autor/in	Redmond, Sean M.
Titel	Peer Victimization among Students with Specific Language Impairment, Attention-Deficit/Hyperactivity Disorder, and Typical Development
Quelle	In: Language, Speech, and Hearing Services in Schools, 42 (2011) 4, S.520-535 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2011/10-0078)
Schlagwörter	Language Impairments; Attention Deficit Hyperactivity Disorder; Children; Victims; Comparative Analysis; Friendship; Social Adjustment; Behavior Problems; Educational Environment; Peer Relationship + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Child; Kind; Kinder; Victim; Opfer; Freundschaft; Soziale Anpassung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Peer-Beziehungen
Abstract	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. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10