How do children with language disorder perceive their peer interactions? A qualitative investigation.

IF 2.5 Q1 EDUCATION, SPECIAL Autism and Developmental Language Impairments Pub Date : 2024-08-30 eCollection Date: 2024-01-01 DOI:10.1177/23969415241275775
Hannah Cullen, Sarah Billingham, Michelle C St Clair
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Abstract

Background and aims: Peer interaction difficulties are often elevated amongst children with language disorders, yet the mechanisms underlying these difficulties are unclear. Previous research indicates that poor conflict management, social withdrawal, emotion regulation difficulties, and reduced prosocial behavior may contribute to peer interaction difficulties. However, this research often uses adult perspectives, failing to acknowledge child perceptions of these experiences. The present study aimed to qualitatively investigate perceptions of peer interactions from the perspective of children with language disorders.

Methods: Seven participants aged between 7- and 10-years-old took part. All participants were diagnosed with a language disorder and had language as their primary area of difficulty. Participants were recruited from a specialist language school and via an online database. Semi-structured interviews were conducted, with participants given the choice to answer questions verbally or creatively, using toys or drawing materials. Interview transcripts were analyzed using interpretative phenomenological analysis.

Results: Participants valued play, conversation, and helping others. They felt that spending time with peers could alleviate loneliness. However, sometimes solitude was needed as social interaction could be overwhelming. Participants found conflict challenging and exhibited difficulties with regulating emotions. Participants relied on running away, retaliation, or asking an adult for help, to resolve conflict.

Conclusions and implications: The findings suggest that children with language disorders are socially motivated and have relative strengths in displaying prosocial behavior. However, children with language disorders require support to promote positive relationships. This support includes help with making deeper connections with peers, opportunities to spend time alone when needed, and providing adept conflict resolution and emotion regulation strategies.

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语言障碍儿童如何看待同伴间的互动?一项定性调查。
背景和目的:有语言障碍的儿童中,同伴交往困难的比例往往较高,但这些困难的内在机制尚不清楚。以往的研究表明,冲突管理不善、社交退缩、情绪调节困难以及亲社会行为减少可能会导致同伴交往障碍。然而,这些研究通常采用成人的视角,没有承认儿童对这些经历的看法。本研究旨在从语言障碍儿童的角度,对他们对同伴交往的看法进行定性调查:七名年龄在 7 至 10 岁之间的参与者参加了研究。所有参与者均被诊断患有语言障碍,语言是他们的主要障碍。参与者是从一所专业语言学校和一个在线数据库中招募的。我们进行了半结构式访谈,参与者可以选择口头回答问题,也可以使用玩具或绘画材料创造性地回答问题。采用解释现象学分析法对访谈记录进行了分析:结果:参与者重视游戏、交谈和帮助他人。他们认为与同伴共处可以缓解孤独感。然而,有时他们也需要独处,因为社会交往可能会让他们不知所措。参与者认为冲突具有挑战性,在调节情绪方面表现出困难。他们依靠逃跑、报复或向成人求助来解决冲突:研究结果表明,语言障碍儿童具有社交动机,在表现亲社会行为方面具有相对优势。然而,语言障碍儿童需要得到支持,以促进积极的人际关系。这种支持包括帮助他们与同伴建立更深层次的联系,在需要时提供独处的机会,以及提供善于解决冲突和调节情绪的策略。
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来源期刊
Autism and Developmental Language Impairments
Autism and Developmental Language Impairments Psychology-Clinical Psychology
CiteScore
3.20
自引率
0.00%
发文量
20
审稿时长
12 weeks
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