Abstract
This study aimed to investigate the behavior and social profile of Brazilian children with specific language impairment (SLI) and explore whether the severity of language deficits was associated with behavioral problems and low social competence. Twenty-four children with SLI aged from 6 to 11 years who showed substantial expressive language problems and were receiving speech-language therapy were assessed through the Child Behavior Checklist (CBCL). Children with SLI showed high rates of behavioral problems and low levels of social competence. With the exception of two subscales (“somatic” and “rule breaker”), the percentage of children with SLI at risk of behavioral problems was significantly higher than the same proportion in the general population; and almost all children with SLI (95.2 %) demonstrated problems with social competence. The severity of language deficits was associated with the risk of behavioral problems according to only one criterion. No associations were found between the severity of language problems and social competence. The study provides cross-cultural evidence to support the existence of behavior problems and reduced social competence in children with SLI. Our findings point to the need of using a combination of measures to classify the severity of language problems rather than a single dimension.
Highlights
Specific language impairment (SLI) is a persistent developmental disorder that affects language development and is not secondary to intellectual impairment, brain damage, sensorial or psychiatric problems (Stark and Tallal 1981)
We explored whether behavioral problems and low social competence were associated with the severity of language deficits
To answer the second question of this study, we explored whether behavior problems and low social competence were associated with the severity of language deficits, according to two types of classification: the comprehensive and the severity criteria
Summary
Specific language impairment (SLI) is a persistent developmental disorder that affects language development and is not secondary to intellectual impairment, brain damage, sensorial or psychiatric problems (Stark and Tallal 1981). The causal path of this relation remains unclear, but evidence from longitudinal studies suggests the direction of effect may be from language to behavior (Petersen et al 2013). According to this model, language disorders might limit the ability to express wishes, needs and emotions, which in turn causes a negative impact on peer relations Considering the severity and persistency of SLI, behavioral and social problems tend to increase with age, as a consequence of victimization and stigmatization over prolonged periods of time (Brinton and Fujiki 2005). The findings revealed that behavioral and emotional problems increased during childhood and school years (Botting and Conti-Ramsden 2000; Conti-Ramsden and Botting 2004), but decreased up to adulthood – even
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
