{"id":{"repo_id":"byu","oai_identifier":"oai:scholarsarchive.byu.edu:etd-1451"},"canonical_url":"https://search.dev.ndltd.org/etd/byu/oai:scholarsarchive.byu.edu:etd-1451","repository":{"repo_id":"byu","name":"Brigham Young University","base_url":"https://scholarsarchive.byu.edu/do/oai/"},"display":{"title":"Assessing Effects of IQ on Sociable and Withdrawn Behaviors in Children with Language Impairment","abstract":"The purpose of this study was to determine the influence of IQ on subtypes of sociable and withdrawn behaviors in children with language impairment (LI). Research has suggested that children with LI are more likely to experience difficulty with social interaction than their typically developing peers (Brinton & Fujiki, 1999; Rice, 1991). The Teacher Behavior Rating Scale (Hart & Robinson, 1996) was used to compare sociable and withdrawn behaviors in 19 children with LI and 19 children with typically developing language. IQ scores for each participant were obtained by administering the Universal Nonverbal Intelligence Test (Bracken & McCallum, 2003). These scores were used as a covariate in group comparisons of sociable and withdrawn behaviors. Comparisons indicated that classroom teachers rated children with LI as displaying more withdrawal and less sociable behaviors than typically developing children even when IQ was controlled.","abstract_html":"The purpose of this study was to determine the influence of IQ on subtypes of sociable and withdrawn behaviors in children with language impairment (LI). Research has suggested that children with LI are more likely to experience difficulty with social interaction than their typically developing peers (Brinton & Fujiki, 1999; Rice, 1991). The Teacher Behavior Rating Scale (Hart & Robinson, 1996) was used to compare sociable and withdrawn behaviors in 19 children with LI and 19 children with typically developing language. IQ scores for each participant were obtained by administering the Universal Nonverbal Intelligence Test (Bracken & McCallum, 2003). These scores were used as a covariate in group comparisons of sociable and withdrawn behaviors. Comparisons indicated that classroom teachers rated children with LI as displaying more withdrawal and less sociable behaviors than typically developing children even when IQ was controlled.","abstract_has_math":false,"creators":["Bradshaw, Amanda Lyn"],"institution":"Brigham Young University - Provo","degree_name":"MS","degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T01:27:55Z","subjects":["LI","language impairment","IQ","sociable behaviors","withdrawn behaviors","Communication Sciences and Disorders"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarsarchive.byu.edu/etd/452","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Bradshaw, Amanda Lyn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2006-06-26T07:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["Brigham Young University - Provo"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MS"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LI","language impairment","IQ","sociable behaviors","withdrawn behaviors","Communication Sciences and Disorders"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarsarchive.byu.edu/etd/452","https://scholarsarchive.byu.edu/context/etd/article/1451/viewcontent/ETD_CISOPTR_672.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["David O. McKay School of Education; Communication Disorders","David O. McKay School of Education;Audiology and Speech-Language Pathology"]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine the influence of IQ on subtypes of sociable and withdrawn behaviors in children with language impairment (LI). Research has suggested that children with LI are more likely to experience difficulty with social interaction than their typically developing peers (Brinton & Fujiki, 1999; Rice, 1991). The Teacher Behavior Rating Scale (Hart & Robinson, 1996) was used to compare sociable and withdrawn behaviors in 19 children with LI and 19 children with typically developing language. IQ scores for each participant were obtained by administering the Universal Nonverbal Intelligence Test (Bracken & McCallum, 2003). These scores were used as a covariate in group comparisons of sociable and withdrawn behaviors. Comparisons indicated that classroom teachers rated children with LI as displaying more withdrawal and less sociable behaviors than typically developing children even when IQ was controlled."]},{"key":"dc:format","label":"Dc Format","values":["application:pdf"]},{"key":"dc:source","label":"Dc Source","values":["Brigham Young University - Provo"]},{"key":"dc:title","label":"Title","values":["Assessing Effects of IQ on Sociable and Withdrawn Behaviors in Children with Language Impairment"]}]}],"canonical_facts":{"dc:creator":["Bradshaw, Amanda Lyn"],"dc:date":["2006-06-26T07:00:00Z"],"dc:description":["David O. McKay School of Education; Communication Disorders","David O. McKay School of Education;Audiology and Speech-Language Pathology"],"dc:description.abstract":["The purpose of this study was to determine the influence of IQ on subtypes of sociable and withdrawn behaviors in children with language impairment (LI). Research has suggested that children with LI are more likely to experience difficulty with social interaction than their typically developing peers (Brinton & Fujiki, 1999; Rice, 1991). The Teacher Behavior Rating Scale (Hart & Robinson, 1996) was used to compare sociable and withdrawn behaviors in 19 children with LI and 19 children with typically developing language. IQ scores for each participant were obtained by administering the Universal Nonverbal Intelligence Test (Bracken & McCallum, 2003). These scores were used as a covariate in group comparisons of sociable and withdrawn behaviors. Comparisons indicated that classroom teachers rated children with LI as displaying more withdrawal and less sociable behaviors than typically developing children even when IQ was controlled."],"dc:format":["application:pdf"],"dc:identifier":["https://scholarsarchive.byu.edu/etd/452","https://scholarsarchive.byu.edu/context/etd/article/1451/viewcontent/ETD_CISOPTR_672.pdf"],"dc:language":["English"],"dc:publisher":["Brigham Young University - Provo"],"dc:source":["Brigham Young University - Provo"],"dc:subject":["LI","language impairment","IQ","sociable behaviors","withdrawn behaviors","Communication Sciences and Disorders"],"dc:title":["Assessing Effects of IQ on Sociable and Withdrawn Behaviors in Children with Language Impairment"],"dc:type":["Thesis"],"thesis:degree_name":["MS"]},"updated_at":"2026-07-24T01:27:55Z"}