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Using Measurement Invariance to Study Social Withdrawal in Children With Developmental Language Disorders
Martin Fujiki1, Bonnie Brinton1, Craig H Hart2
1Department of Communication Disorders, Brigham Young University, Provo, UT.
Language, Speech, and Hearing Services in Schools
|April 25, 2019
Summary
Children with developmental language disorders (DLD) exhibit higher social withdrawal, including shyness and unsociability, compared to their typically developing peers. This highlights potential differences in how teachers perceive withdrawn behaviors in these groups.
Area of Science:
- Developmental Psychology
- Clinical Linguistics
- Educational Psychology
Background:
- Social withdrawal is a concern in children, with subtypes like shyness and unsociability.
- Developmental language disorders (DLD) may impact social interaction and behavior perception.
- Understanding teacher ratings is crucial for accurate assessment of social behaviors in children with DLD.
Purpose of the Study:
- To compare social withdrawal (shyness and unsociability) in children with DLD versus typically developing peers using teacher ratings.
- To examine measurement invariance of the Teacher Behavior Rating Scale (TBRS) between these groups.
- To determine if teachers perceive withdrawn behaviors similarly across both groups.
Main Methods:
- Administered the Teacher Behavior Rating Scale (TBRS) to teachers of 173 children with DLD and 182 typically developing children (ages 5-12).
- Utilized measurement invariance analysis to assess if rating scale items function equivalently across groups.
- Employed partial invariance models for group comparisons after accounting for non-invariant items.
Main Results:
- Measurement invariance analysis revealed one item on both shyness and unsociability scales was perceived differently by teachers for children with DLD.
- After adjusting for non-invariance, teachers rated children with DLD as significantly more shy and unsociable than typically developing children.
- Age and gender did not significantly influence the ratings of social withdrawal.
Conclusions:
- Teacher ratings of social withdrawal may not be directly comparable between children with DLD and typically developing peers due to differing perceptions of some items.
- Despite potential rating differences, the study confirms that children with DLD are at increased risk for social withdrawal.
- Assessment practices should consider potential rater biases and the unique characteristics of children with DLD.
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