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Gestational age, parent education, and education in adulthood
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Associations between language difficulties, peer victimization, and bully perpetration from 3 through 8 years of age : results From a population-based study
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Abstract:
Background and Purpose: Schoolchildren with language difficulties experience more peer victimization compared to their typically developing (TD) peers. Whether these children also bully their peers (bully perpetration) more than TD children is unclear. Furthermore, little is known about peer victimization and bully perpetration among preschool children with language difficulties and how it may be related to different paths of language difficulties. This study aimed to investigate associations between language difficulties, peer victimization, and bully perpetration from preschool to school age as well as the risk of peer victimization and bully perpetration for children with different developmental paths of language difficulties and mild language difficulties compared to TD children. Method: The sample was drawn from the Norwegian Mother, Father and Child Cohort Study. Participants with completed questionnaires at 3, 5, and 8 years of age (n = 22,628) were included. Paths between latent variables of language skills at 3, 5, and 8 years of age, peer victimization at 5 and 8 years of age, and bully perpetration at 8 years of age were examined with structural equation modeling. Logistic regression was used to investigate peer victimization and bully perpetration for predefined paths of language difficulties. Results: Poor language skills at 3 and 5 years of age were associated with peer victimization at 5 years of age. Poor language skills at 5 and 8 years of age were associated with peer victimization and bully perpetration at 8 years of age. The association between poor language skills at 5 years of age and bully perpetration at 8 years of age was stronger for girls. Persistent paths of language difficulties at 3, 5, and 8 years of age showed the highest risk of peer victimization and bully perpetration. Conclusions: Language difficulties are associated with peer victimization and bully perpetration. The risk of peer victimization and bully perpetration differs according to different developmental paths of language difficulties from preschool to school age.
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Keyword:
BF Psychology; HQ The family. Marriage. Woman; P Philology. Linguistics; RJ Pediatrics
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URL: http://wrap.warwick.ac.uk/154233/
https://doi.org/10.1044/2021_JSLHR-20-00406
http://wrap.warwick.ac.uk/154233/1/WRAP-associations-between-language-difficulties-peer-victimization-bully-perpetration-from-3-through-8-years-age-Wolke-2021.pdf
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Performance of the German version of the PARCA-R questionnaire as a developmental screening tool in two-year-old very preterm infants
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In: ISSN: 1932-6203 ; PLOS ONE, Vol. 15, No 9 (2020) P. e0236289 (2020)
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Hippocampal subfield volumes are nonspecifically reduced in premature‐born adults
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In: Hum Brain Mapp (2020)
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Hippocampal subfield volumes are nonspecifically reduced in premature‐born adults
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Standardisation of the Parent Report of Children’s Abilities-Revised (PARCA-R): a norm-referenced assessment of cognitive and language development at 2 years of age
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Standardisation of the Parent Report of Children's Abilities–Revised (PARCA-R) : a norm-referenced assessment of cognitive and language development at age 2 years
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Head growth and intelligence from birth to adulthood in very preterm and term born individuals
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Resilienz im Vorschulalter: wie stark kann die familiäre Leseumwelt biologische und soziokulturelle Entwicklungsrisiken kompensieren?
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In: Zeitschrift für Familienforschung ; 24 ; 2 ; 148-159 ; Frühe Förderung in der Familie (2015)
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A parent questionnaire for developmental screening in infants born late and moderately preterm
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Effects of gestational age at birth on cognitive performance : a function of cognitive workload demands
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Resilienz im Vorschulalter: Wie stark kann die familiäre Leseumwelt biologische und soziokulturelle Entwicklungsrisiken kompensieren? ...
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Resilience in preschool children : to what degree can a stimulating home literacy environment compensate biological and socio-cultural adversity?
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Educational outcomes in extremely preterm children : neuropsychological correlates and predictors of attainment
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Specific language difficulties and school achievement in children born at 25 weeks of gestation or less
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