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The role of social cognition and prosocial behaviour in relation to the socio-emotional functioning of primary aged children with specific language impairment
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Bakopoulou, Ioanna and Dockrell, Julie E. (2016) The role of social cognition and prosocial behaviour in relation to the socio-emotional functioning of primary aged children with specific language impairment. Research in Developmental Disabilities, 49-50 . pp. 354-370. doi:10.1016/j.ridd.2015.12.013 ISSN 0891-4222.
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Official URL: http://dx.doi.org/10.1016/j.ridd.2015.12.013
Abstract
Background and aims: Children with language impairments often experience difficulties with their socio-emotional functioning and poorly developed prosocial behaviour. However,the nature of the association between language impairment and difficulties with socio-emotional functioning remains unclear.The social cognition skills of a group of primary-aged children(6–11 years old) with Specific Language Impairment(SLI) were examined in relation to their teachers’ ratings of socio-emotional functioning.
Sample: Forty-two children with SLI were individually matched with 42 children for chronological age and non-verbal cognitive ability, and 42 children for receptive language ability. The children all attended mainstream primary schools or one Language Unit.
Methods: Four aspects of social cognition were directly assessed: emotion identification, emotion labelling, inferring the causes of emotions, and knowledge of conflict resolution strategies.The children’s socio-emotional functioning was assessed using the Strengths and Difficulties questionnaire (SDQ), a standardised measure, completed by their teachers. Associations between children’s performance on tasks of social cognition and children’s socio-emotional functioning were explored.
Results: Significant group differences were found for all social cognition tasks. The SLI group was rated to experience significantly more problems with socio-emotional functioning by their teachers than both control groups, indicating problems with all aspects of socio-emotional functioning. Social cognition and prosocial behaviour,but not language ability, predicted teacher- rated behavioural, emotional and social difficulties for the SLI group.
Conclusion: The results challenge current understanding of socio-emotional functioning in children with SLI by pointing to the crucial role of social cognition and prosocial behaviour. Factors other than expressive and receptive language play a role in the socio-emotional functioning of children with SLI.
Item Type: | Journal Article | ||||||||||
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Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) | ||||||||||
Journal or Publication Title: | Research in Developmental Disabilities | ||||||||||
Publisher: | Pergamon | ||||||||||
ISSN: | 0891-4222 | ||||||||||
Official Date: | February 2016 | ||||||||||
Dates: |
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Volume: | 49-50 | ||||||||||
Page Range: | pp. 354-370 | ||||||||||
DOI: | 10.1016/j.ridd.2015.12.013 | ||||||||||
Status: | Peer Reviewed | ||||||||||
Publication Status: | Published | ||||||||||
Access rights to Published version: | Restricted or Subscription Access | ||||||||||
Date of first compliant deposit: | 14 January 2016 |
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