Event Title
Social Competence and Language Ability in School-Age Children
Presentation Type
Poster/Portfolio
Presenter Major(s)
Health Professions, Psychology, Sociology
Mentor Information
Courtney Karasinski
Department
College of Health Professions
Location
Henry Hall Atrium 7
Start Date
11-4-2012 9:00 AM
Keywords
Social Science
Abstract
The current investigation assessed the relationships among social and academic competencies, language ability, nonverbal cognition, and socioeconomic status (SES) in 42 school-age children. The children completed a measure of nonverbal cognition and the following language assessments: EVT-2, PPVT-4 and CELF-4. Their parents completed the Competence Scales of the Child Behavior Checklist. Regression modeling revealed that SES, nonverbal cognition, and expressive vocabulary predicted school competence. SES predicted number of friends, social skills and total competence. Nonverbal cognition, SES and school competence predicted each of the three language measures. These results highlight the role of SES in linguistic, academic, and social competence and suggest that children with language impairment may present with typical development in some areas of social functioning.
Social Competence and Language Ability in School-Age Children
Henry Hall Atrium 7
The current investigation assessed the relationships among social and academic competencies, language ability, nonverbal cognition, and socioeconomic status (SES) in 42 school-age children. The children completed a measure of nonverbal cognition and the following language assessments: EVT-2, PPVT-4 and CELF-4. Their parents completed the Competence Scales of the Child Behavior Checklist. Regression modeling revealed that SES, nonverbal cognition, and expressive vocabulary predicted school competence. SES predicted number of friends, social skills and total competence. Nonverbal cognition, SES and school competence predicted each of the three language measures. These results highlight the role of SES in linguistic, academic, and social competence and suggest that children with language impairment may present with typical development in some areas of social functioning.