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Reliability of short language samples (Wilder & Redmond, 2022) ...
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Reliability of short language samples (Wilder & Redmond, 2022) ...
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2019 ASHA Research Symposium: Sean M. Redmond, Clinical Intersections Among Specific Language Impairment, Social Pragmatic Communication Disorder, and Attention-Deficit-Hyperactivity Disorder ...
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2019 ASHA Research Symposium: Sean M. Redmond, Clinical Intersections Among Specific Language Impairment, Social Pragmatic Communication Disorder, and Attention-Deficit-Hyperactivity Disorder ...
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2019 ASHA Research Symposium: Sean M. Redmond, Clinical Intersections Among Specific Language Impairment, Social Pragmatic Communication Disorder, and Attention-Deficit-Hyperactivity Disorder ...
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“Tell me about your child”: A grounded theory study (Ash et al., 2020) ...
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“Tell me about your child”: A grounded theory study (Ash et al., 2020) ...
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“Tell Me About Your Child”: A Grounded Theory Study of Mothers' Understanding of Language Disorder
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In: Am J Speech Lang Pathol (2020)
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Diagnostic Accuracy of Sentence Recall and Past Tense Measures for Identifying Children's Language Impairments
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Risk for Speech and Language Impairments in Pre-school Aged HIV-Exposed Uninfected Children with in utero Combination Antiretroviral Exposure
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Effects of Language Context on Ratings of Shy and Unsociable Behaviors in English Language Learning Children
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Abstract:
Purpose The primary goal of this study was to explore the effect of the language context on the socially withdrawn behaviors of school aged-children who are English Language Learners (ELLs) from middle to high SES backgrounds. This is one of the first studies to address the frequently confused concepts of shyness and unsociability as independent constructs within the ELL population. This study also investigated the feasibility of an experimental parent and child questionnaire that examines shyness and unsociability across native and English speaking contexts. Method Children and parents (34 ELL and 37 native English speaking) were administered an experimental questionnaire examining shy and unsociable behavior in native language and English-speaking contexts. Results Parents and children from the ELL group reported significantly higher ratings of shy behavior in English versus native language contexts, whereas unsociable ratings did not differ across language contexts. Conclusions Shyness and unsociability are distinguishable behaviors in ELL children and these constructs should be considered when examining withdrawal. Additionally, examining ELL children’s behavior across language contexts provides a valuable method for investigating language influenced behavioral problems. This study demonstrates the need for service providers to evaluate behavior across subtype and language context before pathologizing withdrawal in ELL children.
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URL: http://hdl.handle.net/1808/23565 https://doi.org/10.1044/2013_LSHSS-13-0020
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Language Impairment in the Attention-Deficit/Hyperactivity Disorder Context
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Psycholinguistic Profiling Differentiates Specific Language Impairment From Typical Development and From Attention-Deficit/Hyperactivity Disorder
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Mean Length of Utterance in Children With Specific Language Impairment and in Younger Control Children Shows Concurrent Validity and Stable and Parallel Growth Trajectories
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In: Faculty Publications, Department of Psychology (2006)
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