The behaviour of young children with social communication disorders during dyadic interaction with peers
dc.contributor.author | Murphy, Suzanne | en |
dc.contributor.author | Faulkner, Dorothy | en |
dc.contributor.author | Farley, Laura R. | en |
dc.date.accessioned | 2016-01-15T10:10:09Z | en |
dc.date.available | 2016-01-15T10:10:09Z | en |
dc.date.issued | 2014-02 | en |
dc.identifier.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):277-89 | en |
dc.identifier.issn | 1573-2835 | en |
dc.identifier.pmid | 23794095 | en |
dc.identifier.doi | 10.1007/s10802-013-9772-6 | en |
dc.identifier.uri | http://hdl.handle.net/10547/593505 | en |
dc.description.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. | |
dc.language.iso | en | en |
dc.publisher | Springer | en |
dc.relation.url | http://link.springer.com/article/10.1007%2Fs10802-013-9772-6 | en |
dc.rights | Archived with thanks to Journal of abnormal child psychology | en |
dc.subject | peer relations | en |
dc.subject | pragmatic language | en |
dc.subject | perspective-taking | en |
dc.subject | social communication disorders | en |
dc.subject | micro-analysis | en |
dc.subject | collaborative task | en |
dc.subject | collaboration | en |
dc.subject | social interaction | en |
dc.subject.mesh | Analysis of Variance | en |
dc.subject.mesh | Child | en |
dc.subject.mesh | Child Behavior | en |
dc.subject.mesh | Child, Preschool | en |
dc.subject.mesh | Communication | en |
dc.subject.mesh | Communication Disorders | en |
dc.subject.mesh | Female | en |
dc.subject.mesh | Humans | en |
dc.subject.mesh | Interpersonal Relations | en |
dc.subject.mesh | Male | en |
dc.subject.mesh | Peer Group | en |
dc.subject.mesh | Task Performance and Analysis | en |
dc.title | The behaviour of young children with social communication disorders during dyadic interaction with peers | en |
dc.type | Article | en |
dc.identifier.journal | Journal of abnormal child psychology | en |
html.description.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. |