{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/85213"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/85213","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"You Gotta Have Friends: An Analysis of Social Relations in Preschool Children With Speech and Language Impairment","abstract":"This study explored various dimensions of peer relations in a total of 67 children in one of three groups: typically developing children, children with language impairment, and children with speech and language impairments. Specifically, this study investigated peer acceptance, friendship quantity, and friendship quality through the use of several measures and a variety of statistical analyses. Several notable findings emerged. First, children with language impairment or speech/language impairment, as a group, scored lower on measures of peer acceptance and had fewer reciprocal friendships than their typically developing peers. Notably, children in the language impaired or speech and language impaired groups differed significantly from the typically developing group in achieving at least one reciprocal relationship. That is, children in these two groups more often had no reciprocal friendships. Second, several receptive and expressive language measures positively correlated with peer relationship measures, specifically reciprocal friendships. Finally, these measures also provided a good measure of predictability for which children in the study did and did not have reciprocal relationships. Scientific and clinical implications regarding these findings are further discussed.","abstract_html":"This study explored various dimensions of peer relations in a total of 67 children in one of three groups: typically developing children, children with language impairment, and children with speech and language impairments. Specifically, this study investigated peer acceptance, friendship quantity, and friendship quality through the use of several measures and a variety of statistical analyses. Several notable findings emerged. First, children with language impairment or speech/language impairment, as a group, scored lower on measures of peer acceptance and had fewer reciprocal friendships than their typically developing peers. Notably, children in the language impaired or speech and language impaired groups differed significantly from the typically developing group in achieving at least one reciprocal relationship. That is, children in these two groups more often had no reciprocal friendships. Second, several receptive and expressive language measures positively correlated with peer relationship measures, specifically reciprocal friendships. Finally, these measures also provided a good measure of predictability for which children in the study did and did not have reciprocal relationships. Scientific and clinical implications regarding these findings are further discussed.","abstract_has_math":false,"creators":["Nungesser, Nicole Renee"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Speech and Hearing Science","degree_department":null,"school":null,"contributors":["Watkins, Ruth V."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T22:36:08Z","date_published":"2015-09-25T22:36:08Z","updated_at":"2026-07-22T22:26:24Z","subjects":["Education, Early Childhood"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3202148"],"render_values":[{"text":"(MiAaPQ)AAI3202148","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/85213","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Watkins, Ruth V."]},{"key":"dc:creator","label":"Author","values":["Nungesser, Nicole Renee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T22:36:08Z","10000-01-01","2005"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech and Hearing Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Early Childhood"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/85213","(MiAaPQ)AAI3202148"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study explored various dimensions of peer relations in a total of 67 children in one of three groups: typically developing children, children with language impairment, and children with speech and language impairments. Specifically, this study investigated peer acceptance, friendship quantity, and friendship quality through the use of several measures and a variety of statistical analyses. Several notable findings emerged. First, children with language impairment or speech/language impairment, as a group, scored lower on measures of peer acceptance and had fewer reciprocal friendships than their typically developing peers. Notably, children in the language impaired or speech and language impaired groups differed significantly from the typically developing group in achieving at least one reciprocal relationship. That is, children in these two groups more often had no reciprocal friendships. Second, several receptive and expressive language measures positively correlated with peer relationship measures, specifically reciprocal friendships. Finally, these measures also provided a good measure of predictability for which children in the study did and did not have reciprocal relationships. Scientific and clinical implications regarding these findings are further discussed.","Made available in DSpace on 2015-09-25T22:36:08Z (GMT). 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Specifically, this study investigated peer acceptance, friendship quantity, and friendship quality through the use of several measures and a variety of statistical analyses. Several notable findings emerged. First, children with language impairment or speech/language impairment, as a group, scored lower on measures of peer acceptance and had fewer reciprocal friendships than their typically developing peers. Notably, children in the language impaired or speech and language impaired groups differed significantly from the typically developing group in achieving at least one reciprocal relationship. That is, children in these two groups more often had no reciprocal friendships. Second, several receptive and expressive language measures positively correlated with peer relationship measures, specifically reciprocal friendships. Finally, these measures also provided a good measure of predictability for which children in the study did and did not have reciprocal relationships. 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