Abstract

This study examines the relationship between syntactic and pragmatic language and reticence, solitary-active passive withdrawal, solitary-passive withdrawal, prosocial skills, and likeability. The Children's Communication Checklist (CCC-2), a language checklist, and Teacher Behavior Rating Scale (TBRS), a behavior checklist, were completed by three 2nd-grade teachers and three 4th-grade teachers about each of their students. Factor analysis was used to determine two composite language measures from the CCC-2 scales. The results of two hierarchal regression analyses indicated that social behaviors were significant predictors of pragmatic language, but not structural language. In particular, solitary-passive withdrawal and reticence were significant predictors of pragmatic language deficits.

Degree

MS

College and Department

David O. McKay School of Education; Communication Disorders

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2007-08-03

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd2062

Keywords

Pragmatic language, withdrawal, solitary-active, solitary-passive, reticence, prosocial, likeability, sociability, Children's Communication Checklist, CCC-2, Teacher Behavior Rating Scale, TBRS

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