Department of Applied Pedagogy and Educational Psychology, Institute of Research and Innovation in Education, University of the Balearic Islands, Palma, Spain.
Department of Applied Pedagogy and Educational Psychology, Institute of Research and Innovation in Education, University of the Balearic Islands, Palma, Spain.
Res Dev Disabil. 2024 Jun;149:104747. doi: 10.1016/j.ridd.2024.104747. Epub 2024 Apr 27.
Children with Developmental Language Disorder (DLD) and Reading Difficulties (RD) can show more peer relation problems depending on the informant.
(1) To explore bullying victims' categorization, evaluated by self- and peer-reports, in children with DLD and RD; and (2) to assess agreement rates between informants.
Victimization was assessed using a self-report (EBIP-Q) and a peer-report sociogram (CESC) in a sample of 83 participants (9-12 years; 10.5 ± 1.1 years), comprising of DLD (n = 19), RD (n = 32), and Control (n = 32) groups.
We found a higher frequency of the rejected sociometric profile in the DLD and RD groups, a higher peer-reported victimization in the DLD group, and more severe self-reported victimization in the DLD and RD groups. Odds of being classified as victimized were higher for self-report except in the DLD group. Informants' agreement was high using the most restrictive EBIP-Q criterion (7 points) for both the Control and the RD groups, being non-significant for the DLD group regardless of the criteria used.
We found a higher victimization risk in children with language difficulties, although self-assessment seems to under-detect children with DLD according to the agreement rates, pointing out the need to combine assessments and informants. WHAT DOES THIS PAPER ADD?: Several studies have shown that children with DLD or RD obtain higher scores of victimization and score lower on several scales of social skills with continuous data. Although continuous analyses are usual in research, professional decisions are usually based on cut-off criteria more than how high or low a score is in contrast to another group. This is one of the first works that analyses victimization following the cut-off criteria of self and peer assessments that professionals used in the school settings in children with DLD and RD. Our results will raise awareness among school professionals based on the evidence about the high risk of victimization, especially in children with DLD, and the implications of selecting between several measures of victimization, in this group of children. We think that our results would help to better detect and prevent bullying in schools for children with DLD.
患有发育性语言障碍（DLD）和阅读障碍（RD）的儿童，根据信息提供者的不同，可能会表现出更多的同伴关系问题。
（1）通过自我报告和同伴报告来探索被欺凌者的分类，这些儿童患有 DLD 和 RD；（2）评估信息提供者之间的一致性。
在一个 83 名参与者（9-12 岁；10.5±1.1 岁）的样本中，使用自我报告（EBIP-Q）和同伴报告社会图（CESC）评估了受害情况，该样本包括 DLD（n=19）、RD（n=32）和对照组（n=32）。
我们发现 DLD 和 RD 组中被拒绝的社会计量特征出现的频率更高，DLD 组中同伴报告的受害情况更严重，DLD 和 RD 组中自我报告的受害情况更严重。除 DLD 组外，自我报告的受害风险更高。使用最严格的 EBIP-Q 标准（7 分），控制组和 RD 组的信息提供者之间的一致性很高，而无论使用哪种标准，DLD 组的一致性都不显著。
我们发现语言困难儿童的受害风险更高，尽管根据一致性，自我评估似乎无法检测到 DLD 儿童，但这表明需要结合评估和信息提供者。
已有多项研究表明，DLD 或 RD 儿童的受害程度更高，并且在社会技能的几个量表上的得分也更低，且这些研究均采用连续数据。虽然连续分析在研究中很常见，但专业决策通常基于截止标准，而不是与另一组相比得分的高低。这是第一项分析 DLD 和 RD 儿童根据专业人员在学校环境中使用的自我和同伴评估截止标准的受害情况的研究之一。我们的研究结果将基于证据提高学校专业人员的认识，即 DLD 儿童的受害风险很高，以及在该组儿童中选择几种受害措施的影响。我们认为，我们的研究结果将有助于更好地在学校中发现和预防 DLD 儿童的欺凌行为。
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