The behaviour and self-esteem of children with specific speech and language difficulties

Background. Children with specific speech and language difficulties (SSLD) may have associated difficulties that impair their access to the curriculum . and their social relationships at home and in school. Aims. (i) To identify the range of additional problems experienced by child ren with SSLD in different educational contexts; (ii) to consider the relat ionship between these problems and the child's current language status and (iii) to consider the child's self-esteem and the extent to which self-este em is associated with the primary language problem or other associated diff iculties. Sample. Sixty-nine children (17 girls, 52 boys) aged 7-8 years (Year 3) who had been identified as having SSLD, 59 from two local education authoritie s and 10 from regional special schools for children with severe speech and language difficulties. Method. The children were assessed on a range of cognitive, language and ed ucational measures; children and teachers completed a measure of the childr ens self-esteem (Pictorial Scale of Perceived Competence and Social Accepta nce); teachers and parents completed a behavioural questionnaire (Strengths and Difficulties Questionnaire (SDQ); teachers also completed a further ra ting scale which included a behaviour subscale (Junior Rating Scale: JRS). Results. The children's behaviour was rated as significantly different from the norm on both the SDQ and JRS, with the parents more likely to rate the child as having problems, but also as having prosocial behaviour, Both tea chers and parents tended to rate the boys as having more problems than girl s on the SDQ, with significant differences for the parents' ratings occurri ng on the total score and the hyperactivity and conduct problems scales. Th e children had positive self perceptions, which were comparable to the stan dardisation sample, and generally significantly higher than those of the te achers. The language and educational attainment scores of the children in s pecial and mainstream schools were generally not significantly different, b ut parents rated the latter group as having more behaviour difficulties. Mu ltiple regression analyses identified language comprehension and reading co mprehension as the only predictors of the parents' rating of behaviour (on the SDQ). No relationship was found with the teachers' ratings. Conclusions. Behavioural difficulties, but not low self-esteem, are common in children of 7-8 years with SSLD, but the differences in patterns of rela tionship between parents and teachers, and with respect to children attendi ng mainstream and special schools, challenge simple interpretations of como rbidity.