Fujiki Martin, Brinton Bonnie, Morgan Melanie, Hart Craig H
Brigham Young University, Provo, UT.
Jordan School District, Sandy, UT.
Lang Speech Hear Serv Sch. 1999 Apr 1;30(2):183-195. doi: 10.1044/0161-1461.3002.183.
This study examined the dimensions of withdrawal and sociability in children with language impairment (LI) and their typically developing chronological age-matched peers. Classroom teachers rated the withdrawn and sociable behaviors of 41 children with LI and 41 typically developing peers using the Teacher Behavioral Rating Scale (TBRS, Hart & Robinson, 1996). Children were sampled from the age ranges of 5 to 8 years and 10 to 13 years. Subtypes of both withdrawn (solitary-passive withdrawal, solitary-active withdrawal, reticence) and sociable (impulse control/likability, prosocial) behavior were examined. Teachers rated children with LI as displaying higher levels of reticent behavior than typically developing children. Teachers also rated boys with LI as displaying significantly higher levels of solitary-active withdrawal than girls with LI or typically developing children of either gender. The groups did not differ on solitary-passive withdrawal, although boys were rated higher than girls. In the dimension of sociable behavior, children with LI were rated significantly below typical peers on subtypes of impulse control/likability and prosocial behavior. The relationship between language impairment and withdrawn and sociable behavior is complex. Although language impairment is an important factor in social difficulty, the current results suggest that language impairment is not the sole factor leading to social problems in children with LI. Assessment and intervention procedures for children with language and social problems should take the complex nature of this relationship into account.
本研究调查了语言障碍（LI）儿童以及与其年龄匹配的发育正常儿童的退缩和社交维度。课堂教师使用教师行为评定量表（TBRS，Hart & Robinson，1996）对41名语言障碍儿童和41名发育正常儿童的退缩和社交行为进行了评定。儿童样本年龄范围为5至8岁以及10至13岁。研究考察了退缩行为（孤独 - 被动退缩、孤独 - 主动退缩、沉默寡言）和社交行为（冲动控制/受欢迎程度、亲社会行为）的子类型。教师评定语言障碍儿童比发育正常儿童表现出更高水平的沉默寡言行为。教师还评定患有语言障碍的男孩比患有语言障碍的女孩或任何性别的发育正常儿童表现出显著更高水平的孤独 - 主动退缩。尽管男孩的评定得分高于女孩，但两组在孤独 - 被动退缩方面并无差异。在社交行为维度上，语言障碍儿童在冲动控制/受欢迎程度和亲社会行为子类型方面的评定得分显著低于正常同龄人。语言障碍与退缩和社交行为之间的关系很复杂。尽管语言障碍是社交困难的一个重要因素，但目前的结果表明，语言障碍并非导致语言障碍儿童出现社交问题的唯一因素。针对有语言和社交问题儿童的评估和干预程序应考虑到这种关系的复杂性。
