The behaviour of young children with social communication disorders during dyadic interaction with peers
Issue Date
2014-02Subjects
peer relationspragmatic language
perspective-taking
social communication disorders
micro-analysis
collaborative task
collaboration
social interaction
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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.Citation
Murphy, S., Faulkner, D., Farley, L. (2014) 'The behaviour of young children with social communication disorders during dyadic interaction with peers' J Abnorm Child Psychol 42 (2):277-89Publisher
SpringerPubMed ID
23794095Additional Links
http://link.springer.com/article/10.1007%2Fs10802-013-9772-6Type
ArticleLanguage
enISSN
1573-2835ae974a485f413a2113503eed53cd6c53
10.1007/s10802-013-9772-6
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