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Social and Behavioral Sciences Commons™
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Articles 1 - 3 of 3
Full-Text Articles in Social and Behavioral Sciences
Communication And Socialization Skills Of Three Year Olds With A History Of Language Delay, Pamela Susan Dahm
Communication And Socialization Skills Of Three Year Olds With A History Of Language Delay, Pamela Susan Dahm
Dissertations and Theses
The purpose of this study was to compare receptive language, expressive language, and socialization skills of preschool children who have a history of expressive language delay (ELD) with age mates who have a history of normal language development.
Communication And Socialization Profiles In Toddlers With Expressive Language Delay, Shawn Spangle-Looney
Communication And Socialization Profiles In Toddlers With Expressive Language Delay, Shawn Spangle-Looney
Dissertations and Theses
The purpose of this study was to compare expressive communication, receptive communication, and socialization achievement in 18- to 34-month-old ELD toddlers to the same skills in normally-speaking children. The questions this study sought to answer were, how do the three skill areas in ELD toddlers compare with the same skills in normal toddlers?, will ELD subjects evidence specific profiles of deficits involving not only expressive but receptive and social skills as well? and, within the ELD subjects will two subgroups emerge, one group having poor expressive skills only, and a second group having deficits in addition to expression.
Role-Taking And Behavior, Jane Wynne Uphoff
Role-Taking And Behavior, Jane Wynne Uphoff
Dissertations and Theses
The present study examined the relationship between the cognitive skill of role-or perspective-taking and naturally occurring behavior of behaviorally disordered children. Twenty-six boys, aged five years, nine months to twelve years, two months were tested and observed at their treatment facility. It was predicted that children who could take the perspective of others would prefer peer to adult interaction, would more likely give positive attention to their peers and would be more likely to use effective language than their non perspective-taking peers. These and related hypotheses were examined by observing each participant's interactive behavior for 36 minutes distributed over three …