The relationship between language and social competence in high‐risk preschoolers

Abstract

PurposeThis research study aims to examine: whether preschoolers at risk form a homogenous or a heterogeneous group of high‐risk children; and in case preschoolers form a heterogeneous group, what are the distinctive characteristics of specific language impairment and mild intellectual disabilities groups in language acquisition and social competence that make differential early intervention necessary.Design/methodology/approachA total of 143 Greek preschoolers aged 4.5 through 5.5 participated in the study. Among them, according to DTLA‐P:3, 42 with mild intellectual disabilities and 41 with specific language impairments were detected. A total of 60 typically developed children were also detected. Children's categorization to the above groups was verified by the Λ‐α‐T‐ω Language Competence Test Level I, which was used to estimate intra‐individual differences in language competence. To assess peer relations, a peer relation checklist was developed and standardized.FindingsThe findings of this study support the approach of the two distinct groups of high‐risk preschoolers in terms of their language and social characteristics.Originality/valueResearch findings highlight the different educational needs of high‐risk preschoolers, which make necessary the differential use of preschool curricula.