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dc.contributor.authorLaw, James
dc.contributor.authorRush, Robert
dc.contributor.authorClegg, Judy
dc.contributor.authorPeters, Tim
dc.contributor.authorRoulstone, S.
dc.date.accessioned2018-06-29T15:53:56Z
dc.date.available2018-06-29T15:53:56Z
dc.date.issued2015
dc.identifierER3917
dc.identifier.citationLaw, J., Rush, R., Clegg, J., Peters, T. & Roulstone, S. (2015) The Role of Pragmatics in Mediating the Relationship Between Social Disadvantage and Adolescent Behavior, Journal of Developmental & Behavioral Pediatrics, vol. 36, , pp. 389-398,
dc.identifier.issn0196-206X
dc.identifier.urihttp://dx.doi.org/10.1097/DBP.0000000000000180
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/3917
dc.description.abstractObjective: The relationship between social disadvantage, behavior, and communication in childhood is well established. Less is known about how these 3 interact across childhood and specifically whether pragmatic language skills act as a mediator between early social disadvantage and adolescent behavior. Method: The sample was the Avon Longitudinal Study of Parents and Children, a representative birth cohort initially recruited in England in 1991/1992 and followed through to adolescence and beyond. Of the original 13,992 live births, data were available for 2926 children at 13 years. Univariable analysis was first used to identify sociodemographic and other predictors of the Strengths and Difficulties Questionnaire (SDQ) at 13 years. The mediational role of the pragmatics scale of the Children's Communication Checklist (CCC) at 9 years was then tested, controlling for age, gender, and IQ. Results: There was evidence of both a direct effect from social disadvantage (path C-_) to SDQ Total Behavior Score at 13 years (-.205; p < .001) and an indirect effect from social disadvantage to SDQ Total (-.225; p < .001) after adjusting for the CCC pragmatics scale as a mediator. The latter represents a reduction in the magnitude of the unadjusted effect or total effect- (-.430), demonstrating that the pragmatics scale partially mediates the relationship of early social disadvantage and adolescent behavior (even after controlling for other covariates). The same relationship held for all but the pro-social subscale of the SDQ. Conclusion: The results provide evidence to suggest that there maybe a causal relationship between these variables, suggesting that interventions targeting pragmatic skills have the potential to reduce adolescent behavioral symptoms.
dc.format.extent389-398
dc.relation.ispartofJournal of Developmental & Behavioral Pediatrics
dc.titleThe Role of Pragmatics in Mediating the Relationship Between Social Disadvantage and Adolescent Behavior
dc.typearticle
dcterms.accessRightsnone
dc.description.facultycasl
dc.description.volume36
dc.identifier.doihttp://doi:10.1097/DBP.0000000000000180
dc.description.ispublishedpub
dc.description.eprintid3917
rioxxterms.typearticle
qmu.authorRush, Robert
qmu.centreCASL
dc.description.statuspub
dc.description.number5


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