Assessing Effects of IQ on Sociable and Withdrawn Behaviors in Children with Language Impairment

The purpose of this study was to determine the influence of IQ on subtypes of sociable and withdrawn behaviors in children with language impairment (LI).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 The Teacher Behavior Rating Scale (Hart & Robinson, 1996) was used to compare sociable and withdrawn behaviors in 19 children with LI and 19 children with typically developing language.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 These scores were used as a covariate in group comparisons of sociable and withdrawn behaviors.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.

Name thesis:degree_name

MS

Grantor dc:publisher

Brigham Young University - Provo

Author dc:creator

• Bradshaw, Amanda Lyn

• LI
• language impairment
• IQ
• sociable behaviors
• withdrawn behaviors
• Communication Sciences and Disorders

Language dc:language

English

Repository record dc:identifier

https://scholarsarchive.byu.edu/etd/452

OAI identifier oai:identifier

oai:scholarsarchive.byu.edu:etd-1451