The language and psychosocial profile of children with Language Impairment

Postgraduate Thesis uoadl:1699956 729 Read counter

Unit:
Κατεύθυνση Ειδική Αγωγή
Library of the School of Philosophy
Deposit date:
2017-07-05
Year:
2017
Author:
Karatza Elissavet
Supervisors info:
Ράλλη Ασημίνα, Επίκουρη Καθηγήτρια, Φ.Π.Ψ., ΕΚΠΑ
Original Title:
Το γλωσσικό και ψυχοκοινωνικό προφίλ σε παιδιά με Γλωσσική Διαταραχή
Languages:
Greek
Translated title:
The language and psychosocial profile of children with Language Impairment
Summary:
Aims: The aim of this study is to investigate the language and psychosocial skills of children with language impairment (LI) compared to their typically developing peers (TD). Furthermore, the study explores the relationship between the language difficulties of children with LI in different linguistic areas and the diverse dimensions of the psychosocial field. The last objective is to investigate whether the linguistic performance of children with language impairment is a predictive indicator of psychosocial skills.

Method: The sample consisted of 36 children in elementary school (1st grade) and their teachers. Eighteen children belonged to the LI group and 18 belonged to the TD group. The LI group included children who met the criteria of research (children had normal intelligence and had difficulty in expressive vocabulary) for language disorder. All children were evaluated in a variety of language tests, covering the fields of phonology, semantics, morphology, pragmatics and narration skills. The teachers completed a questionnaire of psychosocial adjustment.

Results: Significant differences in language and psychosocial skills were found between the 2 groups. Children with LI performed worse across most of the language skills, with the exception of some areas of pragmatic and narrative skills. The LI group was rated significantly lower by teachers in all social, academic and emotional competence scales and higher on the problem behavior scales, with the exception of interpersonal adjustment, indicating considerable issues with psychosocial adjustment. There has also been a wide range of correlations between language and psychosocial skills for the LI Group. Finally, the regression analysis for the LI group has shown that students’ performance in the task of picture naming predicted teacher rated emotional competence and that their performance in the task of phonological short-term memory predicted teacher rated organizing/planning skills. The results are discussed in relation to previous research findings, the limitations of this study and in the context of their theoretical contribution and their practical application.
Main subject category:
Education
Keywords:
language impairment, typical development, language skills, psychosocial skills.
Index:
No
Number of index pages:
0
Contains images:
No
Number of references:
480
Number of pages:
233
ΔIΠΛΩΜΑΤΙΚΗ.pdf (2 MB) Open in new window