The purpose of this study was to examine the relationship between language skills and prosocial behavior in 37 children with language impairment (LI) and 37 typically developing peers matched for age (ranging from 6;11 to 11;1 years). The influence of gender on this relationship was also considered. Three different subtests of the Comprehensive Assessment of Spoken Language (Carrow-Woolfolk, 1999) were used to evaluate language ability in the areas of language comprehension, language production and pragmatic judgment skills. The Teacher Behavior Rating Scale (C. H. Hart & Robinson, 1996) was used to evaluate prosocial behavior. The current study replicated previous research by documenting that children with LI demonstrate significantly poorer prosocial behavior skills than do typically developing peers. Children with LI also performed significantly more poorly on the three language subtests of paragraph comprehension, syntactic construction, and pragmatic judgment skills compared to typical peers. No significant gender differences were noted on any of the comparisons. Multiple regression analyses were used to evaluate the relationship between the three language subtests and prosocial behavior in the group with LI compared to the typical group. Results for both groups indicated that paragraph comprehension, syntactic construction, and pragmatic judgment skills were not significant predictors of prosocial behavior when used in combination or independently. Results suggest that language alone cannot predict prosocial behavior in children with LI or typically developing children.



College and Department

David O. McKay School of Education; Communication Disorders



Date Submitted


Document Type





sociability, prosocial behavior, language impairment