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.
College and Department
David O. McKay School of Education; Communication Disorders
BYU ScholarsArchive Citation
Christensen, Lisa Jeppson, "The Relationship Between Pragmatic Language and Behavior Subtypes in Typically Developing Children" (2007). All Theses and Dissertations. 1165.
Pragmatic language, withdrawal, solitary-active, solitary-passive, reticence, prosocial, likeability, sociability, Children's Communication Checklist, CCC-2, Teacher Behavior Rating Scale, TBRS