Nonsocial Play Patterns of Young Children With Communication Disorders: Implications for Behavioral Adaptation

• Published in: Early education and development Vol. 17; no. 2; pp. 203 - 228
• Main Authors: Guralnick, Michael J., Hammond, Mary A., Connor, Robert T.
• Format: Journal Article
• Language: English
• Published: Lawrence Erlbaum Associates, Inc 06-01-2006
• Subjects: Adjustment (to Environment); Behavior Modification; Child Behavior; Communication Disorders; Context Effect; Correlation; Developmental Stages; Familiarity; Family Characteristics; Interaction; Intervention; Peer Relationship; Preschool Children; Social Development
• ISSN: 1040-9289; 1556-6935
• DOI: 10.1207/s15566935eed1702_1

It has been well established that young children with communication disorders (CD) have considerable difficulties interacting socially with peers in free-play settings. The central purpose of this study was to determine whether behavioral adaptations of children with CD could contribute to their peer interaction problems. To accomplish this, the behavioral patterns of reticent, solitary-passive, and solitary-active subtypes of nonsocial play of children with CD were observed in unstructured playgroup settings and compared to the nonsocial play of matched groups of typically developing children. Also examined was whether the associations with peer social interaction measures and child and family characteristics differed among the reticent, solitary-passive, and solitary-active subtypes and whether the context factors of the developmental status and familiarity of peers influenced these patterns. Results revealed that preschool children with CD do not exhibit distinct patterns of nonsocial play and provide no evidence for situation-specific (i.e., with peers) behavioral adaptations despite difficulties interacting with peers. The developmental characteristics of or familiarity with one's peers did not influence these results. Moreover, the peer social interaction patterns corresponding to each subtype, as well as child and family characteristics associated with each subtype, were also similar for both groups of children. Recommendations for preventive intervention programs to minimize future peer interaction problems emphasizing social-information and emotional regulation processes were presented.