Social cognition makes an independent contribution to peer relations in children with Specific Language Impairment

Abstract

Background: Language is important for developing and maintaining social relationships, and also for understanding others minds. Separate studies have shown that children with Specific Language Impairment (SLI) present difficulties in both abilities, although the role of social cognition (SC) on peers' perception remains unexplored.

Aims: The present study aims to assess specific sociometric features of children with SLI through peer nominations of liking and disliking, and also to explore their relationship to the children's SC.

Methods and procedures: Thirty-five children with SLI attending ordinary schools (3;10 to 8;00 years old) and thirty-five age-matched children (AM) were assessed with language, SC and sociometric measures.

Results: SLI group received more disliked nominations and had lower scores on SC tasks compared to the AM group. After controlling for age and language, SC made an independent contribution to disliked nominations within the SLI group.

Conclusions: Difficulties with peers of children with SLI are related to their language level but also with their SC abilities. Consequently, only resolving language impairments will not necessarily improve early peer acceptance in children with SLI.

Implication: This finding stresses the importance of early intervention programmes aimed at reducing deleterious effects in later development and socialization with peers.

Keywords: Peer-relating; Social cognition (SC); Social interaction; Specific Language Impairment (SLI); Theory of mind.