Language problems in children with learning disabilities: do they interfere with maternal communication?
In this study, parent-child interaction in two carefully matched subgroups-school-age boys with learning disabilities (LD) who showed a discrepancy between their verbal IQ and performance IQ and had more extensive difficulties in higher-level language abilities (VIQ < PIQ, n = 8) and boys with LD who did not manifest a discrepancy between verbal IQ and performance IQ (VIQ = PIQ, n = 8), were investigated. The effects of the child's language problems on child task performance and on the quality of maternal communication were analyzed in a mother-child problem solving task. Children in the VIQ < PIQ group were found to be less successful on the task than children in the VIQ = PIQ group, and their mothers exhibited lower communication clarity in their instructions than the mothers of the children in the VIQ = PIQ group. An interesting interaction effect was found for communication deviances. For mothers in the VIQ < PIQ group the extent of deficient communication increased from the monologue to the dialogue situation, whereas communication deviances decreased for mothers in the VIQ = PIQ group. Three possible models are discussed in light of the differences between the subgroups.
Poikkeus
A M
AM
Department of Psychology, University of Jyväskylä, Finland. poikkeus@psyka.jyu.fi
Ahonen
T
T
Närhi
V
V
Lyytinen
P
P
Rasku-Puttonen
H
H
D002648:Child; D003142:Communication; D006801:Humans; D007389:Internal-External Control; D007805:Language Development Disorders / Q000175:diagnosis* / Q000523:psychology; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D008297:Male; D009034:Mother-Child Relations; D016487:Parenting / Q000523:psychology; D011340:Problem Solving; D012016:Reference Values; D013663:Teaching