Vallance D D, Cummings R L, Humphries T
Hincks Institute, Toronto, Ontario, Canada.
J Learn Disabil. 1998 Mar-Apr;31(2):160-71. doi: 10.1177/002221949803100206.
A developmental-organizational perspective was employed to explore underlying risk for problem behavior in children with language learning disabilities. The independent and relative influences of social discourse and social skills on problem behavior were examined in 50 children with language learning disabilities (LLD) and 50 control children (children without LLD) aged 8 to 12 years. Hierarchical regression analyses revealed that when examined independently, both impaired social discourse skill and poor social skills accounted for the negative effect of LLD status on children's problem behavior. When social discourse and social skills were examined simultaneously in relation to problem behavior, social discourse no longer retained its predictive value. This result suggests that children's impaired social interactional functioning is central to the development of behavioral symptomatology. However, the importance of social discourse cannot be overlooked, given the significant correlation between social discourse and social skills ratings. Though these results are correlational in nature, it is argued that the impaired communicative competence of some children with LLD may contribute to poor social skills that ultimately manifest themselves as more clinical problem behaviors characterized by internalizing and externalizing symptomatology. Finally, differences were confirmed in social discourse performance, social skills, and problem behaviors between the children with LLD and the control group children. Findings emphasize the importance of the routine assessment and monitoring of broader social discourse skills, in addition to social competence, in children with LLD.
采用发展组织视角来探究语言学习障碍儿童出现问题行为的潜在风险。对50名8至12岁的语言学习障碍儿童（LLD）和50名对照儿童（无语言学习障碍儿童），研究了社会话语和社交技能对问题行为的独立及相对影响。分层回归分析显示，单独考察时，社会话语技能受损和社交技能差均能解释语言学习障碍状态对儿童问题行为的负面影响。当同时考察社会话语和社交技能与问题行为的关系时，社会话语不再具有预测价值。这一结果表明，儿童受损的社会互动功能是行为症状发展的核心。然而，鉴于社会话语与社交技能评分之间存在显著相关性，社会话语的重要性不容忽视。尽管这些结果本质上是相关性的，但有人认为，一些语言学习障碍儿童的沟通能力受损可能导致社交技能差，最终表现为更多以内化和外化症状为特征的临床问题行为。最后，确认了语言学习障碍儿童与对照组儿童在社会话语表现、社交技能和问题行为方面存在差异。研究结果强调，除社交能力外，对语言学习障碍儿童常规评估和监测更广泛的社会话语技能也很重要。
