Vulnerability to bullying in children with a history of specific speech and language difficulties
Lindsay, Geoff, Dockrell, Julie E. and Mackie, Clare. (2008) Vulnerability to bullying in children with a history of specific speech and language difficulties. European Journal of Special Needs Education, Vol.23 (No.1). pp. 1-16. ISSN 0885-6257Full text not available from this repository.
Official URL: http://dx.doi.org/10.1080/08856250701791203
This study examined the susceptibility to problems with peer relationships and being bullied in a UK sample of 12‐year‐old children with a history of specific speech and language difficulties. Data were derived from the children’s self‐reports and the reports of parents and teachers using measures of victimisation, emotional and behavioural difficulties, prosocial development and self‐esteem, together with measures of the children’s language development. Similar prevalence rates for victimisation were found compared with matched groups of typically developing children and children with special educational needs related to general learning difficulties. The importance of prosocial skills and their relationship with language development, particularly pragmatic impairment, are explored.
|Item Type:||Journal Article|
|Subjects:||L Education > LB Theory and practice of education|
|Divisions:||Faculty of Social Sciences > Institute of Education|
|Library of Congress Subject Headings (LCSH):||Specific language impairment in children, Bullying in schools -- Great Britain, Learning disabilities|
|Journal or Publication Title:||European Journal of Special Needs Education|
|Page Range:||pp. 1-16|
|Access rights to Published version:||Restricted or Subscription Access|
|Funder:||Gatsby Charitable Foundation (GCF)|
|References:||Ahmad, Y. 1997. A multi-methodological approach to measuring bullying in schools and the effectiveness of one intervention strategy. Unpublished PhD thesis, University of Sheffield. Arora, C.M.J. 1999. Levels of bullying measured by British schools using the Life in School Checklist: A case for benchmarking? Pastoral Care 17: 17–22. Arora, C.M.J. and D.A. Thompson. 1987. Defining bullying for a secondary school. Educational and Child Psychology 4: 110–20. Bishop, D.V.M. 1989. Test of Reception of Grammar, rev. ed. Manchester: University of Manchester. Bishop, D.V.M. 1998. Development of the Children’s Communication Checklist (CCC): A method for assessing qualitative aspects of communicative impairment in children. Journal of Child Psychology and Psychiatry 39: 879–91. Bishop, D.V.M., J. Chan, C. Adams, J. Hartley, and F. Weir. 2000. Conversational responsiveness in specific language impairment: Evidence for disproportionate pragmatic difficulties in a subset of children. Development and Psychopathology 12: 177–99. Brinton, B., M. Fujiki, and L. McKee. 1998. Negotiation skills of children with specific language impairment. Journal of Speech, Language and Hearing Research 41: 927–40. Camodeca, M., and F.A. Goossens. 2005. Aggression, social cognition, anger and sadness in bullies and victims. Journal of Child Psychology and Psychiatry 46: 186–97. Champion, K., E. Vernberg, and K. Shipman. 2003. Non-bullying victims of bullies: Aggression, social skills, and friendship characteristics. Applied Developmental Psychology 24: 535–51. Conti-Ramsden, G., and N. Botting. 2004. Social difficulties and victimization in children with SLI at 11 years of age. Journal of Speech, Language, and Hearing Research 47: 145–61. Coyne, S.M., J. Archer, and M. Eslea. 2006. “We’re not friends anymore! Unless …”: The frequency and harmfulness of indirect, relational, and social aggression. Aggressive Behavior 32: 294–307. Craig, W.M., and J.A. Washington. 1993. Access behaviours of children with specific language impairment. Journal of Speech and Hearing Research 36: 322–37. Crick, N.R., and K.A. Dodge. 1994. A review and reformulation of social information-processing mechanisms in children’s adjustment. Psychological Bulletin 115: 74–101. Davis, S., P. Howell, and F. Cooke. 2002. Sociodynamic relationships between children who stutter and their non-stuttering classmates. Journal of Child Psychology and Psychiatry 43: 939–47. Department for Education. 1994. Code of practice for the identification and assessment of children with special educational needs. London: HMSO. Dockrell, J.E., and G. Lindsay. 1998. The ways in which speech and language difficulties impact on children’s access to the curriculum. Child Language Teaching and Therapy 14: 117–33. Dockrell, J.E., G. Lindsay, C. Letchford, and C. Mackie. 2006. Educational provision for children with specific speech and language difficulties: Perspectives of speech and language therapy managers. International Journal of Language and Communication Disorders 41: 423–40. Dunn, L.M., L.M. Dunn, C. Whetton, and J. Burley. 1997. British Picture Vocabulary Scale (II). Windsor, NFER-Nelson. Elliott, C.D., P. Smith, and K. McCulloch. 1996. British Ability Scales II: Administration and scoring manual. Windsor, NFER-Nelson. Fox, C.L., and M.J. Boulton. 2005. The social skills problems of victims of bullying: Self, peer and teacher perceptions. British Journal of Educational Psychology 75: 313–28. Frederickson, N.L., and A.F. Furnham. 2004. Peer-assessed behavioural characteristics and sociometric rejection: Differences between pupils who have moderate learning difficulties and their mainstream peers. British Journal of Educational Psychology 74: 391–410. Fujiki, M., B. Brinton, and C. Todd. 1996. Social skills of children with specific language impairment. Language, Speech and Hearing Services in Schools 27: 195–202. Downloaded by [University of Warwick] at 08:49 13 December 2011 European Journal of Special Needs Education 15 Goodman, R. 1994. A modified version of the Rutter parent questionnaire including items on children’s strengths. Journal of Child Psychology and Psychiatry 38: 581–86 Harter, S. 1985. Manual for the Self-Perception Profile for Children. Denver, CO: University of Denver. Hunter, S., J.M.E. Boyle, and D. Warden. 2004. Help seeking among child and adolescent victims of peer-aggression and bullying: The influence of school-age, gender, victimization, appraisal, and emotion. British Journal of Educational Psychology 74: 375–390. Johnson, H.R., M.J.J. Thompson, S. Wilkinson, I. Walsh, J. Balding and V. Wright. 2002. Vulnerability to bullying: Teacher-reported conduct and emotional problems, hyperactivity, peer relationship difficulties, and prosocial behaviour in primary school children. Educational Psychology 22: 553–6. Juvonen, J., S. Graham, and M.A. Schuster. 2003. Bullying among adolescents: The strong, the weak and the troubled. Pediatrics 112: 1231–7. Kyriakides, L., C. Kaloyirou, and G. Lindsay. 2006. An analysis of the revised Olweus bully–victim questionnaire for students using the Rasch measurement model. British Journal of Educational Psychology 76: 781–801. Knox, E., and G. Conti-Ramsden. 2003. Bullying risks of 11-year-old children with specific language impairment (SLI): Does school placement matter? International Journal of Language and Communication Disorders 38: 1–12. Leonard, L.B. 1998. Children with specific language impairments. Cambridge, MA: MIT Press. Lindsay, G., and J.E. Dockrell. 2000. The behaviour and self-esteem of children with specific speech and language difficulties. British Journal of Educational Psychology 70: 583–601. Lindsay, G., J.E. Dockrell, B. Letchford, and C. Mackie. 2002. Self-esteem of children with specific speech and language difficulties. Child Language Teaching and Therapy 18: 125–43 Mahady Wilton, M.M., W.M. Craig, and D.J. Pepler. 2000. Emotional regulation and display in classroom victims of bullying: Characteristic expressions of affect, coping styles and relevant contextual factors. Social Development 9: 226–45. Marsh, H.W., and K.-T. Hau. 2003. Big fish little pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools. American Psychologist 58: 364–76. Martlew, M., and J. Hodson. 1991. Children with mild learning difficulties in an integrated and in a special school: Comparison of behaviour, teasing and teachers’ attitudes. British Journal of Educational Psychology 61: 355–72. Mishna, F. 2003. Learning disabilities and bullying: Double jeopardy. Journal of Learning Disabilities 36: 336–47. Neale, M., U. Christophers, and C. Whetton. 1997. Neale Analysis of Reading Ability, rev. ed. Windsor: NFER-Nelson. Norwich, B., and N. Kelly. 2004. Pupils’ views on inclusion: Moderate learning difficulties and bullying in mainstream and special schools. British Educational Research Journal 30: 43–65. Olweus, D. 1991. Bully/victim problems among school children: Basic facts and effects of a school based intervention programme. In The development and treatment of childhood aggression, eds D. Pepler & K. Rubin. Hillsdale, NJ: Lawrence Erlbaum. O’Moore, A.M., and B. Hillary. 1989. Bullying in Dublin schools. Irish Journal of Psychology 10: 426–41. O’Moore, M., and C. Kirkham. 2001. Self-esteem and its relationship to bullying behaviour. Aggressive Behaviour 27: 269–83. Pellegrini, A.D., and J.D. Long. 2002. A longitudinal study of bullying, dominance, and during the transition from primary school through secondary school. British Journal of Developmental Psychology 20: 259–80. Perry, D.G., S.J. Kusel, and L.C. Perry. 1998. Victims of peer aggression. Developmental Psychology 24: 807–14. Plante, E. 1998. Criteria for SSLD: The Stark and Tallal legacy and beyond. Journal of Speech, Language, and Hearing Research 41: 951–7. Redmond, S., and M. Rice. 1998. The socioemotional behaviours of children with SLI: Social adaption or social deviance? Journal of Speech, Language and Hearing Research 41: 688–700. Renfrew, K. 1997. The Bus Story. Bicester: Winslow. Seals, D., and J. Young. 2003. Bullying prevalence and relationship to gender, grade level, ethnicity, self-esteem, and depression. Adolescence 38: 735–47. Semel, E., E. Wiig, and W. Secord. 1997. Clinical Evaluation of Language Fundamentals – Revised. London: Psychological Corporation. Sharp, S., and P. Smith. 1994. Tackling bullying in your school: A practical handbook for teachers. London: Routledge. Slee, P.T. 1994. Situational and interpersonal correlates of anxiety associated with peer victimization. Child Psychiatry and Human Development 25: 97–107. Smith, P., Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, and P. Slee, eds. 1999. The nature of school bullying: A cross-national perspective. London: Routledge. Smith, P., L. Talamelli, H. Cowie, P. Naylor, and P. Chauhan. 2004. Profiles of non-victims, escaped victims, continuing victims and new victims of school bullying. British Journal of Educational Psychology 74: 565–81. Thompson, D., I. Whitney, and P.K. Smith. 1994. Bullying of children with special needs in mainstream schools. Support for Learning 9: 103–6. Warden, D., and S. Mackinnon. 2003. Prosocial children, bullies and victims: An investigation of their sociometric status, empathy and social problem-solving strategies. British Journal of Developmental Psychology 21: 367–85.|
Actions (login required)