title: Emotion Regulation in Children With Specific Language Impairment.
abstract: OBJECTIVE
  The purpose of this preliminary study was to determine if emotion regulation warrants investigation as a factor influencing social outcomes in children with specific language impairment (SLI). Emotion regulation was evaluated in children with SLI and their typically developing peers.
  
  
  METHODS
  Teachers were asked to rate the emotion regulation behaviors of 41 children with SLI and 41 typical peers using the "Emotion Regulation Checklist" (ERC, Shields & Cicchetti, 1997; 1998). Children were sampled from two age levels (6-9 years and 10-13 years). At each age level, equal numbers of boys and girls were sampled.
  
  
  RESULTS
  As a group, children with SLI received significantly lower ratings than typical children. In addition, girls produced higher scores than boys. None of the other interactions was significant. Scores on the two subscales of the ERC, labeled as lability/negativity and emotion regulation, were then examined to further delineate performance. Boys with SLI had notably lower ratings than all the other groups on the emotion regulation subscale.
  
  
  CONCLUSIONS
  Emotion regulation warrants further research to determine if it is associated with specific social outcomes in children with SLI.
authors.affiliation: Brigham Young University, Provo, UT.
authors.forename: Martin
authors.initials: M
authors.lastname: Fujiki
authors.affiliation: Brigham Young University, Provo, UT.
authors.forename: Bonnie
authors.initials: B
authors.lastname: Brinton
authors.affiliation: Brigham Young University, Provo, UT.
authors.forename: Diane
authors.initials: D
authors.lastname: Clarke