This study examines the relationship between syntactic and pragmatic language and reticence, solitary-active passive withdrawal, solitary-passive withdrawal, prosocial skills, and likeability. The Children's Communication Checklist (CCC-2), a language checklist, and Teacher Behavior Rating Scale (TBRS), a behavior checklist, were completed by three 2nd-grade teachers and three 4th-grade teachers about each of their students. Factor analysis was used to determine two composite language measures from the CCC-2 scales. The results of two hierarchal regression analyses indicated that social behaviors were significant predictors of pragmatic language, but not structural language. In particular, solitary-passive withdrawal and reticence were significant predictors of pragmatic language deficits.
","abstract_html":"<p>This study examines the relationship between syntactic and pragmatic language and reticence, solitary-active passive withdrawal, solitary-passive withdrawal, prosocial skills, and likeability. The Children's Communication Checklist (CCC-2), a language checklist, and Teacher Behavior Rating Scale (TBRS), a behavior checklist, were completed by three 2nd-grade teachers and three 4th-grade teachers about each of their students. Factor analysis was used to determine two composite language measures from the CCC-2 scales. The results of two hierarchal regression analyses indicated that social behaviors were significant predictors of pragmatic language, but not structural language. In particular, solitary-passive withdrawal and reticence were significant predictors of pragmatic language deficits.</p>","abstract_has_math":false,"creators":["Christensen, Lisa Jeppson"],"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":"2026-07-24T01:28:54Z","subjects":["Pragmatic language","withdrawal","solitary-active","solitary-passive","reticence","prosocial","likeability","sociability","Children's Communication Checklist","CCC-2","Teacher Behavior Rating Scale","TBRS","Communication Sciences and Disorders"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarsarchive.byu.edu/etd/1165","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Christensen, Lisa Jeppson"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2007-08-03T07:00:00Z"]},{"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":["Pragmatic language","withdrawal","solitary-active","solitary-passive","reticence","prosocial","likeability","sociability","Children's Communication Checklist","CCC-2","Teacher Behavior Rating Scale","TBRS","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/1165","https://scholarsarchive.byu.edu/context/etd/article/2164/viewcontent/ETD_CISOPTR_1169.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["David O. McKay School of Education; Communication Disorders"]},{"key":"dc:description.abstract","label":"Abstract","values":["This study examines the relationship between syntactic and pragmatic language and reticence, solitary-active passive withdrawal, solitary-passive withdrawal, prosocial skills, and likeability. The Children's Communication Checklist (CCC-2), a language checklist, and Teacher Behavior Rating Scale (TBRS), a behavior checklist, were completed by three 2nd-grade teachers and three 4th-grade teachers about each of their students. Factor analysis was used to determine two composite language measures from the CCC-2 scales. The results of two hierarchal regression analyses indicated that social behaviors were significant predictors of pragmatic language, but not structural language. In particular, solitary-passive withdrawal and reticence were significant predictors of pragmatic language deficits.
"]},{"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":["The Relationship Between Pragmatic Language and Behavior Subtypes in Typically Developing Children"]}]}],"canonical_facts":{"dc:creator":["Christensen, Lisa Jeppson"],"dc:date":["2007-08-03T07:00:00Z"],"dc:description":["David O. McKay School of Education; Communication Disorders"],"dc:description.abstract":["This study examines the relationship between syntactic and pragmatic language and reticence, solitary-active passive withdrawal, solitary-passive withdrawal, prosocial skills, and likeability. The Children's Communication Checklist (CCC-2), a language checklist, and Teacher Behavior Rating Scale (TBRS), a behavior checklist, were completed by three 2nd-grade teachers and three 4th-grade teachers about each of their students. Factor analysis was used to determine two composite language measures from the CCC-2 scales. The results of two hierarchal regression analyses indicated that social behaviors were significant predictors of pragmatic language, but not structural language. In particular, solitary-passive withdrawal and reticence were significant predictors of pragmatic language deficits.
"],"dc:format":["application:pdf"],"dc:identifier":["https://scholarsarchive.byu.edu/etd/1165","https://scholarsarchive.byu.edu/context/etd/article/2164/viewcontent/ETD_CISOPTR_1169.pdf"],"dc:language":["English"],"dc:publisher":["Brigham Young University - Provo"],"dc:source":["Brigham Young University - Provo"],"dc:subject":["Pragmatic language","withdrawal","solitary-active","solitary-passive","reticence","prosocial","likeability","sociability","Children's Communication Checklist","CCC-2","Teacher Behavior Rating Scale","TBRS","Communication Sciences and Disorders"],"dc:title":["The Relationship Between Pragmatic Language and Behavior Subtypes in Typically Developing Children"],"dc:type":["Thesis"],"thesis:degree_name":["MS"]},"updated_at":"2026-07-24T01:28:54Z"}