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01-02-2014 | Uitgave 2/2014

Journal of Abnormal Child Psychology 2/2014

The Behaviour of Young Children with Social Communication Disorders During Dyadic Interaction with Peers

Tijdschrift:
Journal of Abnormal Child Psychology > Uitgave 2/2014
Auteurs:
Suzanne M. Murphy, Dorothy M. Faulkner, Laura R. Farley
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Electronic supplementary material

The online version of this article (doi:10.​1007/​s10802-013-9772-6) contains supplementary material, which is available to authorized users.

Abstract

Children with social communication disorders are known to experience more problematic peer relations than typically-developing children. However, detailed observation of their behaviour and communication during interaction with peers has not previously been undertaken. Micro-analytic observational methods were used to analyse the audio-taped interaction of children (N = 112) selected from mainstream schools (ages 5–6 years-old) on a computerised dyadic collaborative task. Comparisons were made between children with average-to-high- and low-pragmatic language skill as measured by the Test of Pragmatic Skills. Dyads were composed of an average-to-high-skilled child plus a low-skilled child (32 dyads), or of two average-to-high-skilled children (24 dyads). Consistently with their pragmatic language scores, low-skilled children were more likely to ignore other children’s questions and requests than were average-to-high-skilled children. When average-to-high-skilled children worked with low-skilled children, as opposed to with other average-to-high-skilled children, they showed some sensitivity and adaptation to these children’s difficulties; they used significantly more directives, clarification and provided more information. However, there was a cost in terms of the emotional tone of these interactions; when working with low-skilled children, the average-to-high-skilled children expressed considerably more negative feelings towards their partners than with another average-to-high-skilled child. In conclusion, observation of the interaction of average-to-high- and low-skilled children suggests promise for peer-assisted interventions and specifies which communicative behaviours could be targeted. However, care should be taken to manage the affective climate of these interactions for the benefit of all children involved.

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ESM 1 (DOCX 18 kb)
10802_2013_9772_MOESM1_ESM.docx
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Andere artikelen Uitgave 2/2014

Journal of Abnormal Child Psychology 2/2014 Naar de uitgave