The document discusses social and affective factors in children with language impairment (LI). It summarizes that general measures have indicated children with LI demonstrate more withdrawn behaviors than their typically developing peers, at least in school settings. Observational studies have also shown this, observing children with LI and peers on the playground.

1. BY : GROUP III
SOCIAL AND AFFECTIVE FACTORS IN
CHILDREN WITH LANGUAGE
IMPAIRMENT

2. IF CODY, PARENTS HAD PICKED UP A TEXTBOOK
DESCRIBING LI, THEY MIGHT HAVE CONCLUDED T
HAT CODY'S IMPAIRMENT WOULD BE ISOLATED TRY
UNDERSTANDING AND MANIPULATING GRAMMATICAL
STRUCTURES, AND BY THE SLUGGISH PACE AT
WHICH HE ACQUIRED NEW WORDS.
LANGUAGE IMPAIRMENT AND SOCIAL DIFFICULTY

3. WITHDRAWAL AND AGGRESSION
ARE THE TWO MOST FREQUENTLY
DISCUSSED CATEGORIES OF
PROBLEMATIC BEHAVIOR IN THE
CHILD PSYCHOLOGY LITERATURE.
WITHDRAWL AND LANGUAGE IMPAIRMENT

4. Withdrawal defined
withdrawal is defined in many ways, but the most saeful to consider withdrawal as
loneliness or act alone (Rubin & asendorpf, 1993, p.11). withdrawal that can be
distinguished from negligence colleagues, rejection, or isolation
(Rubin & Asendorpf, 1993).
Rating scale Measures of Withdrawn behavior
general problem using behavioral rating scales have suggested that children with
LI demonstrate more withdrawn behavior at school than do their typically
developing peers.
observational measures of withdrawal
teacher reports are efficient and practical measures, but they also have obvious
drawbacks, including potential bias. for this reason,fujiki, brinton , isaacson,
and summers (2001) observed 8 children with LI and their typically developing
peers as they interacted on the playground at recess.

5. SUMMARY, GENERAL MEASURES HAVE INDICATED
THAT CHILDREN WITH LI DEMONSTRATE MORE
WITHDRAWN BEHAVIORS THAN DO THEIR
TYPICALLY DEVELOPING PEERS, AT LEAST IN
SCHOOL SETTINGS.

6. - it is possible that children who spend a good deal of
time alone might interact skill fully when they do
associate with peers. strong social- language skills could
mediate the effects of withdrawal.
- Sociable behavior (sometimes referred to as
“sociability”) is a dimension that encompasses a wide
variety of positve, outgoing behaviors, such as sharing,
cooperating, and offering comfort to others (Hart,
Robinson, McNeilly, Nelson, & Olsen, 1995).
Sociable behavior, interactional skills,
and language impairment

7. ACCEPTANCE
AND
FRIENDSHIP
Peer acceptance reflects a
child’s popularity with peers
(Asher, Parker & Walker,
1996; Doll, 1996). Acceptance
reflect how peers view a child
and how much they like to
spend time with that child
Friendship offers a child
something more than
acceptance and contributes
substantially to a child’s
sense of well-being at school
(Doll, 1996).

8. LANGUAGE
IMPAIRMENT, SOCIAL
DIFFICULTIES, AND
LITERACY PROBLEMS:
BEDFELLOWS
The Poor Get Poorer
All Right, but It’ll Be
Boring

9. CODY’S CASE:
SOCIAL AND
AFFECTIVE
FACTORS IN
LANGUAGE
IMPAIRMENT AND
LITERACY
LEARNING
 CODY AT AGE 4
 CODY IN ELEMENTARY
SCHOOL
 CODY IN JUNIOR HIGH
SCHOOL
 TO HIGH SCHOOL AND
BEYOND