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• W777978321 abstract "THE RELATIONSHIP OF LANGUAGE AND EMOTION UNDERSTANDING TO THE SOCIABLE BEHAVIOR OF CHILDREN WITH LANGUAGE IMPAIRMENT Jami Lee Potter Department of Communication Disorders Master of Science The purpose of this study was to examine the relationship between emotion understanding and language ability to the sociable behavior in children with language impairment (LI) and their typically developing peers. Twenty-nine children with LI and 29 ageand gender-matched peers with typical language were used in this study. Sociability was rated by his/her classroom teacher using the Teacher Behavior Rating Scale (Hart & Robinson, 1996). Language ability was assessed using the Comprehensive Assessment of Spoken Language (Carrow-Woolfolk, 1999). To assess emotion understanding, each participant was asked to perform several structural dissemblance tasks. Children with LI received scores significantly lower in language, dissemblance, prosocial behavior, and likeability compared to their typical developing peers. Hierarchical regression analyses indicated that language was a significant predictor of sociability. However, further analyses indicated that dissemblance mediated the relationship between language and likeability in girls, but not boys. Results from further analyses for prosocial behavior indicated that dissemblance did not mediate the relationship between language and prosocial behavior. Evidence from this study supports past research indicating children with LI experience emotional and language difficulties, which affect their social competence, particularly in girls. ACKNOWLEDGMENTS This project could not have been accomplished without the help of many people. Thank you to my committee that put many hours into this project and helped me write this paper. I express heartfelt gratitude to my thesis chair, Dr. Fujiki for believing in me and for his patience. I thank Dr. Brinton for her encouragement, sense of humor, and optimism. And thanks to Dr. Hart for his expertise in statistics with the help of graduate student Emily Keister. Thank you to the entire team of graduate students who helped with this project. I could not have done it without them. Everyone’s effort made this project possible. Thank you to my family for their love and support in my desire to further my education. Their continual prayers and encouragement have meant the world to me. Finally, I am grateful for my Heavenly Father for blessing me with the opportunity to gain an education and helping me through this program." @default.
• W777978321 created "2016-06-24" @default.
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• W777978321 date "2009-01-01" @default.
• W777978321 modified "2023-09-27" @default.
• W777978321 title "The Relationship of Language and Emotion Understanding to Sociable Behavior of Children with Language Impairment" @default.
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