This is an electronic version of an article published in Lindsay, Geoff and Dockrell, Julie and Mackie, Clare (2008) Vulnerability to bullying in children with a history of specific speech and language difficulties. European Journal of Special Needs Education, 23 (1). pp. 1-16. European Journal of Special Needs Education is available online at: http://www.informaworld.com/10.1080/0885625070179120

Ahmad Y.

Arora C.M.J.

Bishop D.V.M.

Brinton B.

Clare Mackie

Craig W.M.

Dunn L.M.

Elliott C.D.

Fujiki M.

Geoff Lindsay

Harter S.

Julie E. Dockrell

Leonard L.B.

Martlew M.

Neale M.

Olweus D.

O’Moore A.M.

Plante E.

Redmond S.

Renfrew K.

Seals D.

Semel E.

Smith P.

English

This study examined the susceptibility to problems with peer relationships and being bullied in a UK sample of 12‐year‐old children with a history of specific speech and language difficulties. Data were derived from the children’s self‐reports and the reports of parents and teachers using measures of victimisation, emotional and behavioural difficulties, prosocial development and self‐esteem, together with measures of the children’s language development. Similar prevalence rates for victimisation were found compared with matched groups of typically developing children and children with special educational needs related to general learning difficulties. The importance of prosocial skills and their relationship with language development, particularly pragmatic impairment, are explored

Lindsay, Geoff

Dockrell, Julie E.

Mackie, Clare

Warwick Research Archives Portal Repository

Vulnerability to bullying in children with a history of specific speech and language difficulties

Crossref

This study examined the susceptibility to problems with peer relationships and being bullied in a UK sample of 12-year-old children with a history of specific speech and language difficulties. Data were derived from the children's self-reports and the reports of parents and teachers using measures of victimisation, emotional and behavioural difficulties, prosocial development and self-esteem, together with measures of the children's language development. Similar prevalence rates for victimisation were found compared with matched groups of typically developing children and children with special educational needs related to general learning difficulties. The importance of prosocial skills and their relationship with language development, particularly pragmatic impairment, are explored

Lindsay, G

Dockrell, JE

Mackie, C

UCL Discovery

Dockrell, Julie

Institute of Education EPrints

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http://eprints.ioe.ac.uk/789/1/Lindsay2008Vulnerability1.pdf

Vulnerability to bullying in children with a history of specific speech and language difficulties

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