Language problems in children with learning disabilities: Do they interfere with maternal communication?

In this study, parent-child interaction in two carefully matched subgroups- school-age boys with learning disabilities (LD) who showed a discrepancy be tween their verbal IQ and performance IQ and had more extensive difficultie s in higher-level language abilities (VIQ < PIQ, n = 8) and boys with LD wh o did not manifest a discrepancy between verbal IQ and performance IQ (VIQ = PIQ, n = 8), were investigated. The effects of the child's language probl ems on child task performance and on the quality of maternal communication were analyzed in a mother-child problem solving task. Children in the VIQ < PIQ group were found to be less successful on the task than children in th e VIQ = PIQ group, and their mothers exhibited lower communication clarity in their instructions than the mothers of the children in the VIQ = PIQ gro up. An interesting interaction effect was found for communication deviances . For mothers in the VIQ < PIQ group the extent of deficient communication increased from the monologue to the dialogue situation, whereas communicati on deviances decreased for mothers in the VIQ = PIQ group. Three possible m odels are discussed in light of the differences between the subgroups.