Browsing by Subject "dyadic"

Objectives: Specific language impairment (SLI) is an impairment of oral language, which places demands on parent-child interaction, putting children at-risk for adverse developmental outcomes. Little is known about how different types of language impairment affect parent-child interaction. This study aims to examine how language impairment influences child, parent and dyadic behaviours between dyads with children who have expressive- and receptive-SLI. Methods: The sample included 85 children aged 36-81 months participating in the Helsinki Longitudinal SLI study. The sample consisted of 53 children with expressive-SLI (F80.1), and 32 children with receptive-SLI (F80.2). Parent-child interaction was evaluated using Erickson’s sensitivity scales during drawing, puzzle-making, and free play. Groups were compared using analysis of covariance and Mann-Whitney U tests. Results and conclusions: Children with expressive-SLI were found to be more persistent, enthusiastic, compliant and have a more positive experience of the interaction overall, when compared to children with receptive-SLI. SLI did not have a statistically significant effect on any of the parent and dyadic variables. Group means suggest that some parents may provide less emotional support and instruction to children with receptive-SLI. This could support earlier findings, which suggest that parents of language-impaired children adjust their behaviour to that of their children. Less active participation and poorer experience of the expression of children with receptive-SLI suggests that they need more support facilitate participation.