SOCIAL AND AFFECTIVE FACTORS IN CHILDREN

WITH LANGUAGE IMPAIRMENTRidha HutamiTri Astari Ermansyah

GROUP : II

CODY

FAMILY

LANGUAGE IMPAIRMENT

AND SOCIAL DIFFICULTY

If Cody’s parents had picked up a

textbook describing LI, they might have

concluded that Cody’s impairment would

be isolated to realms directly influenced

by his difficulty understanding and

manipulating gramatical structures, and

by the sluggish pace at which he

acquired new words.

WITHDRAWAL

DEFINED

RATING SCALE

MEASURES OF

WITHDRAWN

BEHAVIOR

WITHDRAWAL

AND

LANGUAGE

IMPAIRMENT

OBSERVATIONAL

MEASURES OF

WITHDRAWAL

Sociable Behavior Defined

Rating Scale Measures Of

Sociable Behavior

Observational Studies Of Sociable Behavior

Getting into

the play

Staying with

the play

SOCIABLE BEHAVIOR,

INTERACTIONAL SKILL,

AND LANGUAGE

IMPAIRMENT

ACCEPTANCE

FRIENDSHIP

ASPECT OF A CHILD WITH LI IN

THE SCHOOL

LANGUAGE IMPAIRMENT,

SOCIAL, DIFFICULTIES, AND

LITERACY PROBLEMS:

BEDFELLOWS

The Poor

Get

Poorer

All Right, But

It’ll Be Borrring

CODY

• Bullet 1

• Bullet 2

• Bullet 3

• Bullet 1

• Bullet 2

• Bullet 3

• Bullet 1

• Bullet 2

• Bullet 3

• Bullet 1

• Bullet 2

• Bullet 3

IN

ELEMENTARY

SCHOOL

AT AGE

4

IN

MIDDLE

SCHOOL

IN JUNIOR

HIGH

SCHOOL

TO HIGH

SCHOOL

AND

BEYOND

• Bullet 1

• Bullet 2

• Bullet 3

CODY’S CASE: SOCIAL AND

AFFECTIVE FAKTORS IN

LANGUAGE IMPAIRMENT AND

LITERACY LEARNING