This study employed the Teacher Behavior Rating Scale (TBRS) to investigate two aspects of sociability, likeability and prosocial behavior, in 143 children with developmental language disorder (DLD) and 131 of their typically developing peers. Initially, measurement invariance analysis was performed to determine if teachers evaluated likeability and sociability in a similar manner for both children with DLD and their typically developing peers. Likeability items on the TBRS were invariant, and 4 of the 5 prosociability items were invariant. Subsequent analysis revealed that teachers rated children with DLD lower in both likeability and prosociability in comparison to their typically developing peers. The results of this study suggest that children with DLD are not fully accepted by their peers, nor do they engage in the helpful, comforting behaviors that encourage peer acceptance and build friendships.
College and Department
David O. McKay School of Education; Communication Disorders
BYU ScholarsArchive Citation
Miller, Miranda Elizabeth, "Sociability in Children with Developmental Language Disorder" (2019). Theses and Dissertations. 7493.
developmental language disorder, language impairment, sociability, likeability, prosociability, prosocial behavior, school-age children