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Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs

Bibliographic Data

ID21301432
AuthorsJing Chen (0000-0002-7243-0806, The Ohio State University, corresponding author), Laura M Justice (0000-0002-0580-0280, The Ohio State University), Anna Rhoad‐Drogalis (0000-0002-5056-4846, The Ohio State University), Anna Rhoad-Drogalis (The Ohio State University), T J Lin (0000-0002-4525-1001, The Ohio State University), Tzu-Jung Lin (The Ohio State University), Brook Sawyer (0000-0002-3255-0117, Lehigh University)
Year2020
Volume91
Issue2
Pages471-487
Publication date2020-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueChild Development (JOURNAL)
Journal identifiersISSN: 0009-3920 • E-ISSN: 1467-8624
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1111/cdev.13183
PMID30417944
OpenAlexW2901627200
LanguageEN
Citations received12
References cited61

This study takes an ecological approach to examine how children with developmental language disorder (DLD) interact with their classmates within early childhood special education (ECSE) inclusive classrooms. Participants were 124 children with DLD, 56 children with other disabilities, and 247 typically developing children (Mage = 52.42 months, SD = 6.27) from 56 ECSE inclusive classrooms. Results of social network analysis showed that children with DLD had significantly smaller peer social networks and were more likely to be isolated. Children tended to interact with peers with the same DLD status. These effects of children's DLD status were above and beyond the effects of children's social pragmatics skills

Autism · Developmental psychology · Language development · Peer acceptance · Peer group · Pragmatics · Social skills · Typically developing · Family and Disability Support Research · Language Development and Disorders · Parental Involvement in Education · Psychology

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Unique citing works12
Citations per year2
Citation span2020 - 2026 (7)
Citation velocitycurrent
Highly citedNo
Citation typesNeutral: 10

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