Associations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders

Previous studies have shown that teachers and parents of children with language disorders report them to have higher victimization scores, a heightened risk of low-quality friendships and social difficulties, and may be more vulnerable to peer rejection than control peers. However, there are few stu...

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Autores principales:	Inmaculada Sureda-Garcia, Mario Valera-Pozo, Victor Sanchez-Azanza, Daniel Adrover-Roig, Eva Aguilar-Mediavilla
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	developmental language disorder (DLD) reading difficulties (RD) victimization bullying sociogram teacher report Psychology BF1-990
Acceso en línea:	https://doaj.org/article/a12b3de2696b43f89f3ce6b0e60dc4dc
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spelling	oai:doaj.org-article:a12b3de2696b43f89f3ce6b0e60dc4dc2021-11-15T04:55:08ZAssociations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders1664-107810.3389/fpsyg.2021.718110https://doaj.org/article/a12b3de2696b43f89f3ce6b0e60dc4dc2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.718110/fullhttps://doaj.org/toc/1664-1078Previous studies have shown that teachers and parents of children with language disorders report them to have higher victimization scores, a heightened risk of low-quality friendships and social difficulties, and may be more vulnerable to peer rejection than control peers. However, there are few studies of bullying in children with developmental language disorder (DLD) and reading difficulties (RD), and none has considered the mutual relationships between teacher reports, the perceptions of classmates, and children’s self-reports. We analyzed the experiences of bullying and peer relationships in primary school students with DLD and RD as compared to their age-matched peers using teacher reports, peer reports, and self-reports on victimization. Additionally, we explored how these three perspectives are associated. Results indicated lower levels of peer-rated prosocial skills in DLD and RD students compared to their peers, as well as higher levels of victimization as assessed by peers for students with DLD. In the same line, the teachers’ ratings showed that students with DLD presented poorer social skills, less adaptability, and more withdrawal in social interaction. Contrastingly, self-reports informed of similar rates of interpersonal relationships, social stress, and peer victimization between the three groups. Consequently, we found significant correlations between measures of peer reports and teacher reports that contrasted with the lack of correlations between self and other agents’ reports. These findings stress the importance of using self-reports, peer reports, and teacher reports at the same time to detect bullying situations that might go unnoticed.Inmaculada Sureda-GarciaMario Valera-PozoVictor Sanchez-AzanzaDaniel Adrover-RoigEva Aguilar-MediavillaFrontiers Media S.A.articledevelopmental language disorder (DLD)reading difficulties (RD)victimizationbullyingsociogramteacher reportPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	developmental language disorder (DLD) reading difficulties (RD) victimization bullying sociogram teacher report Psychology BF1-990
spellingShingle	developmental language disorder (DLD) reading difficulties (RD) victimization bullying sociogram teacher report Psychology BF1-990 Inmaculada Sureda-Garcia Mario Valera-Pozo Victor Sanchez-Azanza Daniel Adrover-Roig Eva Aguilar-Mediavilla Associations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders
description	Previous studies have shown that teachers and parents of children with language disorders report them to have higher victimization scores, a heightened risk of low-quality friendships and social difficulties, and may be more vulnerable to peer rejection than control peers. However, there are few studies of bullying in children with developmental language disorder (DLD) and reading difficulties (RD), and none has considered the mutual relationships between teacher reports, the perceptions of classmates, and children’s self-reports. We analyzed the experiences of bullying and peer relationships in primary school students with DLD and RD as compared to their age-matched peers using teacher reports, peer reports, and self-reports on victimization. Additionally, we explored how these three perspectives are associated. Results indicated lower levels of peer-rated prosocial skills in DLD and RD students compared to their peers, as well as higher levels of victimization as assessed by peers for students with DLD. In the same line, the teachers’ ratings showed that students with DLD presented poorer social skills, less adaptability, and more withdrawal in social interaction. Contrastingly, self-reports informed of similar rates of interpersonal relationships, social stress, and peer victimization between the three groups. Consequently, we found significant correlations between measures of peer reports and teacher reports that contrasted with the lack of correlations between self and other agents’ reports. These findings stress the importance of using self-reports, peer reports, and teacher reports at the same time to detect bullying situations that might go unnoticed.
format	article
author	Inmaculada Sureda-Garcia Mario Valera-Pozo Victor Sanchez-Azanza Daniel Adrover-Roig Eva Aguilar-Mediavilla
author_facet	Inmaculada Sureda-Garcia Mario Valera-Pozo Victor Sanchez-Azanza Daniel Adrover-Roig Eva Aguilar-Mediavilla
author_sort	Inmaculada Sureda-Garcia
title	Associations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders
title_short	Associations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders
title_full	Associations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders
title_fullStr	Associations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders
title_full_unstemmed	Associations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders
title_sort	associations between self, peer, and teacher reports of victimization and social skills in school in children with language disorders
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/a12b3de2696b43f89f3ce6b0e60dc4dc
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Associations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders

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