特定语言障碍、注意力缺陷多动障碍和典型发育学生中的同伴侵害现象。
Peer victimization among students with specific language impairment, attention-deficit/hyperactivity disorder, and typical development.
机构信息
University of Utah, Salt Lake City, UT, USA.
出版信息
Lang Speech Hear Serv Sch. 2011 Oct;42(4):520-35. doi: 10.1044/0161-1461(2011/10-0078). Epub 2011 Aug 15.
Abstract
PURPOSE
The potential contributions of behavioral and verbal liabilities to social risk were examined by comparing peer victimization levels in children with specific language impairment (SLI) to those in children with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) children.
METHOD
Sixty children (age range: 7-8 years) participated in the study. Standardized verbal measures and parent ratings of behavioral difficulties were combined with children's self-reports of their school and peer environments to examine the risk for negative peer experiences associated with clinical status.
RESULTS
Clinical status was associated with elevated levels of victimization, especially for participants with SLI. A potential buffering effect for number of close friendships was found for participants with ADHD and TD participants, but not for participants with SLI. Peer victimization was associated with elevated levels of hyperactivity and stronger narrative skills for participants with SLI.
CONCLUSION
These results highlight the importance of peer victimization in the social adjustment of students with developmental language disorders.
摘要
目的
通过比较特定语言障碍（SLI）儿童、注意力缺陷/多动障碍（ADHD）儿童和典型发育（TD）儿童的同伴受害水平，考察行为和言语缺陷对社会风险的潜在贡献。
方法
共有 60 名儿童（年龄范围：7-8 岁）参与了这项研究。将言语标准化测量和家长对行为困难的评定与儿童对学校和同伴环境的自我报告相结合，以检查与临床状况相关的负面同伴经历的风险。
结果
临床状况与更高的受害水平有关，特别是对 SLI 参与者而言。研究发现，对于 ADHD 参与者和 TD 参与者而言，亲密友谊的数量存在潜在的缓冲效应，但对于 SLI 参与者则没有。对于 SLI 参与者，同伴受害与多动水平升高和更强的叙事技能有关。
结论
这些结果强调了同伴受害对发育性语言障碍学生社会适应的重要性。
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