Behavior problems and social competence in brazilian children with specific language impairment
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2016
Autores
Puglisi, Marina Leite [UNIFESP]
Caceres-Assenco, Ana Manhani
Nogueira, Thays
Befi-Lopes, Debora Maria
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This study aimed to investigate the behavior and social profile of Brazilian children with specific language impairment (SLI) and explore whether the severity of language deficits was associated with behavioral problems and low social competence. Twenty-four children with SLI aged from 6 to 11 years who showed substantial expressive language problems and were receiving speech-language therapy were assessed through the Child Behavior Checklist (CBCL). Children with SLI showed high rates of behavioral problems and low levels of social competence. With the exception of two subscales ("somatic" and "rule breaker"), the percentage of children with SLI at risk of behavioral problems was significantly higher than the same proportion in the general population
and almost all children with SLI (95.2 %) demonstrated problems with social competence. The severity of language deficits was associated with the risk of behavioral problems according to only one criterion. No associations were found between the severity of language problems and social competence. The study provides cross-cultural evidence to support the existence of behavior problems and reduced social competence in children with SLI. Our findings point to the need of using a combination of measures to classify the severity of language problems rather than a single dimension.
and almost all children with SLI (95.2 %) demonstrated problems with social competence. The severity of language deficits was associated with the risk of behavioral problems according to only one criterion. No associations were found between the severity of language problems and social competence. The study provides cross-cultural evidence to support the existence of behavior problems and reduced social competence in children with SLI. Our findings point to the need of using a combination of measures to classify the severity of language problems rather than a single dimension.
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Psicologia-Reflexao E Critica. Heidelberg, v. 29, p. UNSP 29, 2016.