Skip to main content

Social Language Development Test

  • Reference work entry
  • First Online:
Encyclopedia of Autism Spectrum Disorders

Synonyms

SLDT-A; SLDT-E; Social language development test-adolescent; Social language development test-elementary

Description

The tests of social language development-elementary and adolescent (Bowers et al. 2008, 2010) are diagnostic tests of social language skills. They are designed to determine the role language development plays in the acquisition of social understanding for students from the ages of 6.0–17.11 years from the following educational settings: regular education (no active IEP) and special education (active IEP). Students with a diagnosis of autism and delayed language development were included in the item pool and standardization studies.

The testing materials are as follows:

The social language development test-elementary (SLDT-E) includes an examiner’s manual, the scoring standards and example responses book, a picture stimuli book, and test forms. Ages include 6.0–11.11 years.

The SLDT-E is comprised of four subtests designed to differentiate how students with...

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 2,499.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 3,499.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References and Reading

  • Agaliotis, I., & Goudiras, D. (2004). A profile of interpersonal conflict resolution of children with learning disabilities. Learning Disabilities: A Contemporary Journal, 2, 15–29.

    Google Scholar 

  • American Psychological Association (APA). (1974). Standards for educational and psychological tests.

    Google Scholar 

  • American Speech-Language-Hearing Association. (2004). Preferred practice patterns for the profession of speech-language pathology.

    Google Scholar 

  • American Speech-Language-Hearing Association. (2006). Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span.

    Google Scholar 

  • Baron-Cohen, S. (1995). Mind blindness: An essay on autism and theory of mind. Cambridge, MA: MIT Press/Bradford Books.

    Google Scholar 

  • Baron-Cohen, S., Allen, J., & Gillberg, C. (1992). Can autism be detected at 18 months? The needle, the haystack, and the CHAT. The British Journal of Psychiatry, 161, 839–843.

    PubMed  Google Scholar 

  • Baron-Cohen, S., Cox, A., Baird, G., Swettenham, J., Nightingale, N., Morgan, K., et al. (1996). Psychological markers of autism at 18 months of age in a large population. The British Journal of Psychiatry, 168, 158–163.

    PubMed  Google Scholar 

  • Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32(4), 283–298.

    PubMed  Google Scholar 

  • Bauminger, N., Schorr Edelsztein, H., & Morash, J. (2005). Social information processing and emotional understanding in children with LD. Journal of Learning Disabilities, 38(1), 45–61.

    PubMed  Google Scholar 

  • Bavelas, J. V., & Chovil, N. (2000). Visible acts of meaning: An integrated message model of language in face-to-face dialogue. Journal of Personality and Social Psychology, 19, 163–194.

    Google Scholar 

  • Bishop, D. V. M., & Adams, C. (1989). Conversational characteristics of children with semantic-pragmatic disorder. British Journal of Disorders of Communication, 24, 241–263.

    PubMed  Google Scholar 

  • Bishop, D. V. M., & Adams, C. (1992). Comprehension problems in children with specific language impairment: Literal and inferential meaning. Journal of Speech and Hearing Research, 35, 119–129.

    PubMed  Google Scholar 

  • Black, K. A. (2000). Gender differences in adolescents’ behavior during conflict resolution tasks with best friends. Adolescence, 35(139), 499–512.

    PubMed  Google Scholar 

  • Blakemore, S. (2008). The social brain in adolescence. Neuroscience, 9, 267–277.

    PubMed  Google Scholar 

  • Bliss, L. S. (1992). A comparison of tactful messages by children with and without language impairment. Language, Speech, and Hearing Services in Schools, 23, 343–347.

    Google Scholar 

  • Bok, S. (1978). Lying: Moral choice in public and private life. London: Quartet Books.

    Google Scholar 

  • Bowers, L., Huisingh, R., & LoGuidice, C. (2007). Tasks of problem solving adolescent. East Moline: LinguiSystems.

    Google Scholar 

  • Bowers, L., Huisingh, R., & LoGuidice, C. (2008). Social language development test elementary. East Moline: LinguiSystems.

    Google Scholar 

  • Brady, C. (2008). Tease-proof your preteen with ADHD: Practicing social skills at home will make school a much friendlier place for your child with ADHD. Retrieved October 13, 2009, from http://www.additudemag.com

  • Bremer, C. D., & Smith, J. (2004). Teaching social skills. Addressing Trends and Developments in Secondary Education and Transition, 3(5). Available online at www.ncset.org

  • Bretherton, I., & Beeghly, M. (1982). Talking about internal states: The acquisition of an explicit theory of mind. Developmental Psychology, 18, 906–921.

    Google Scholar 

  • Bretherton, I., McNew, S., & Beeghly-Smith, M. (1981). Early person knowledge as expressed in gestural and verbal communication: When do infants acquire a “theory of mind”? In M. E. Lamb & L. R. Sherrod (Eds.), Infant social cognition: Empirical and theoretical considerations (pp. 333–373). Hillsdale: Lawrence Erlbaum Associates.

    Google Scholar 

  • Brinton, B., & Fujiki, M. (2002). Social development in children with specific language development and profound hearing loss. In P. K. Smith & C. H. Hart (Eds.), Blackwell handbook of childhood social development (pp. 588–603). Malden: Blackwell.

    Google Scholar 

  • Brinton, B., Fujiki, M., & McKee, L. (1998). Negotiation skills of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 927–940.

    PubMed  Google Scholar 

  • Brinton, B., Robinson, L. A., & Fujiki, M. (2004). Description of a program for social language intervention: “If you can have a conversation, you can have a relationship”. Language, Speech, and Hearing Services in Schools, 35, 283–290.

    PubMed  Google Scholar 

  • Brinton, B., Spackman, M. P., Fujiki, M., & Ricks, J. (2007). What should Chris say? The ability of children with specific language impairment to recognize the need to dissemble emotions in social situations. Journal of Speech, Language, and Hearing Research, 50, 798–811.

    PubMed  Google Scholar 

  • Brown, D. S. (2000). Social skills: Finding friends and persuading people, Chapter 5. In D. S. Brown (Ed.), Learning a living, a guide to planning your career and finding a job for people with learning disabilities, attention deficit disorder and dyslexia. Bethesda: Woodbine House.

    Google Scholar 

  • Bryan, T. H. (1977). Learning disabled children’s comprehension of nonverbal communication. Journal of Nonverbal Communication, 10, 36–41.

    Google Scholar 

  • Bryant, G. A., & Fox Tree, J. E. (2005). Is there an ironic tone of voice? Language and Speech, 48(3), 257–277.

    PubMed  Google Scholar 

  • Burgess, S., & Turkstra, L. S. (2006). Social skills intervention for adolescents with autism spectrum disorders: A review of the experimental evidence. EBP Briefs, 1(4), 1–21.

    Google Scholar 

  • Carpendale, J. I. M., & Lewis, C. (2004). Construction and understanding of mind: The development of children’s social understanding within social interaction. The Behavioral and Brain Sciences, 27, 79–151.

    PubMed  Google Scholar 

  • Carpendale, J., & Lewis, C. (2006). How children develop social understanding. Malden: Blackwell.

    Google Scholar 

  • Carroll, L. (2007). Psst! Gossip may be good for you. MSNBC.com, Mental Health. Retrieved July 25, 2007, from http://www.msnbc.msn.com/id/199748142/

  • Cohen, N. J., Menna, R., Vallance, D. D., Barwick, M. A., Im, N., & Horodezky, N. B. (1998). Language, social cognitive processing, and behavioral characteristics of psychiatrically disturbed children with previously identified and unsuspected language impairments. Journal of Child Psychology and Psychiatry, 39, 853–864.

    PubMed  Google Scholar 

  • Cooper, D., & Anderson-Inman, L. (1988). Language and socialization. In M. Nippold (Ed.), Later language development: Ages nine through nineteen (pp. 225–245). Boston: Little, Brown.

    Google Scholar 

  • Craig, H. (1993). Social skills of children with specific language impairment: Peer relationships. Language, Speech, and Hearing Services in Schools, 24, 206–215.

    Google Scholar 

  • Craig, H. K., & Gallagher, T. M. (1986). Interactive play: The frequency of related verbal responses. Journal of Speech, Language, and Hearing Research, 29, 375–383.

    Google Scholar 

  • Crais, E. R., & Chapman, R. S. (1987). Story recall and inferencing skills in language/learning-disabled and nondisabled children. The Journal of Speech and Hearing Disorders, 52, 50–55.

    PubMed  Google Scholar 

  • Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information processing mechanisms in children’s social adjustment. Psychological Bulletin, 115(1), 74–101.

    Google Scholar 

  • Crone, E. A., Bullens, L., Van Der Plas, E. A. A., Kijkuit, E. J., & Zelazo, P. D. (2008). Developmental changes and individual differences in risk and perspective taking in adolescence. Development and Psychopathology, 20, 1213–1229.

    PubMed  Google Scholar 

  • Crooke, P. J., Hendrix, R. E., & Rachman, J. Y. (2007). Teaching social thinking to children with ASD: An effectiveness study. Presentation at ASHA, November, 2007, Boston.

    Google Scholar 

  • Crooke, P. J., Hendrix, R. E., & Rachman, J. Y. (2008). Brief report: Measuring the effectiveness of teaching social thinking to children with Asperger syndrome (AS) and high functioning autism (HFA). Journal of Autism and Developmental Disorders, 38, 581–591.

    PubMed  Google Scholar 

  • Davis, P. N. (2006). Social skills intervention for children diagnosed with autism spectrum disorders. Seminar presented at the ASHA Convention, November.

    Google Scholar 

  • Decety, J., Michalska, K. J., & Akitsuki, Y. (2008). Who caused the pain? An fMRI investigation of empathy and intentionality. Neuropsychologia, 46, 2607–2614.

    PubMed  Google Scholar 

  • Denham, S. A. (1986). Social cognition, prosocial behavior, and emotion in preshoolers: Contextual validation. Child Development, 57, 194–201.

    Google Scholar 

  • DePaulo, B. M., & Bell, K. L. (1996). Truth and investment: Lies are told to those who care. Journal of Personality and Social Psychology, 71, 703–716.

    PubMed  Google Scholar 

  • DePaulo, B. M., & Kashy, D. A. (1998). Everyday lies in close and casual relationships. Journal of Personality and Social Psychology, 74, 63–79.

    PubMed  Google Scholar 

  • Dews, S., & Winner, E. (1997). Attributing meaning to deliberately false utterances. In C. Mandell & A. McCabe (Eds.), The problem of meaning: Behavioral and cognitive perspectives. Amsterdam: Elsevier Science.

    Google Scholar 

  • Dimitrovsky, L., Spector, H., Levy-Shiff, R., & Vakil, E. (1998). Interpretation of facial expressions of affect in children with learning disabilities with verbal or nonverbal deficits. Journal of Learning Disabilities, 31, 286–312.

    PubMed  Google Scholar 

  • Dunn, J., Brown, J., Slomkowski, C., Tesla, C., & Youngblade, L. (1991). Young children’s understanding of other people’s feelings and beliefs: Individual differences and their antecedents. Child Development, 62, 1352–1366.

    PubMed  Google Scholar 

  • Durkin, K., & Conti-Ramsden, G. (2007). Language, social behavior, and the quality of friendships in adolescents with and without a history of specific language impairment. Child Development, 78(5), 1441–1457.

    PubMed  Google Scholar 

  • Elksnin, L. K., & Elksnin, N. (2000). Teaching parents to teach their children to be prosocial. Retrieved November 10, 2009, from www.ldonline.org/article/6036

  • Faigin, G. (1990). The artist’s complete guide to facial expression. New York: Watson-Guptill.

    Google Scholar 

  • Filippova, E., & Astington, J. W. (2008). Further development in social reasoning revealed in discourse irony understanding. Child Development, 79(1), 126–138.

    PubMed  Google Scholar 

  • Flin, R., & Dziurawiec, S. (1989). Developmental factors in fact processing. In A. W. Young & H. D. Ellis (Eds.), Handbook of research on face processing (pp. 335–378). New York: Elsevier.

    Google Scholar 

  • Ford, J. A., & Milosky, L. M. (2003). Inferring emotional reactions in social situations: Differences in children with language impairment. Journal of Speech, Language, and Hearing Research, 46, 21–30.

    PubMed  Google Scholar 

  • Franklin, J. (2009). Social and emotional: Educating the whole child. Retrieved November 10, 2009, from www.thesouthern.com

  • Fujiki, M., Brinton, B., Robinson, L. A., & Watson, V. (1997). The ability of children with specific language impairment to participate in a group decision task. Journal of Childhood Communication Development, 18, 1–10.

    Google Scholar 

  • Fujiki, M., Brinton, B., Hart, C. H., & Fitzgerald, A. (1999a). Peer acceptance and friendship in children with specific language impairment. Topics in Language Disorders, 19, 34–38.

    Google Scholar 

  • Fujiki, M., Brinton, B., Morgan, M., & Hart, C. (1999b). Withdrawn and social behavior of children with language impairment. Language, Speech, and Hearing Services in Schools, 39, 183–195.

    Google Scholar 

  • Fujiki, M., Spackman, M. P., Brinton, B., & Hall, A. (2004). The relationship of language and emotion regulation skills to reticence in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 47, 637–646.

    PubMed  Google Scholar 

  • Fujiki, M., Brinton, B., Jones, E., Quist, N., Stott, D., Gardner, V., et al. (2008). The ability of children with LI to hide emotions in hypothetical scenarios and naturalistic contexts. Poster session presented at the ASHA Convention, Chicago.

    Google Scholar 

  • Gallagher, T. M. (1993). Language skill and the development of social competence in school-age children. Language, Speech, and Hearing Services in Schools, 24, 199–205.

    Google Scholar 

  • Gertner, B. L., Rice, M. L., & Hadley, P. A. (1994). Influence of communicative competence on peer preference in a preschool classroom. Journal of Speech and Hearing Research, 37, 913–923.

    PubMed  Google Scholar 

  • Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67, 331–344.

    Google Scholar 

  • Grice, H. P. (1980). Studies in the way of words. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Gutstein, S. E., & Shelly, R. K. (2002). Relationship development intervention with young children: Social and emotional development activities for Asperger syndrome, autism, PDD and NLD. London/New York: Jessica Kingsley.

    Google Scholar 

  • Hadley, P. A., & Rice, M. L. (1991). Conversational responsiveness in speech and language-impaired preschoolers. Journal of Speech and Hearing Research, 34, 1308–1317.

    PubMed  Google Scholar 

  • Hadwin, J., & Perner, J. (1991). Pleased and surprised: Children’s cognitive theory of emotion. British Journal of Developmental Psychology, 9, 215–234.

    Google Scholar 

  • Hawkins, J. D., Kosterman, R., Catalano, R. F., Hill, K. G., & Abbott, R. D. (2008). Effects of social development intervention in childhood 15 years later. Archives of Pediatrics & Adolescent Medicine, 162(12), 1133–1141.

    Google Scholar 

  • Henry, F. M., Reed, V. A., & McAllister, L. L. (1995). Adolescents’ perceptions of the relative importance of selected communication skills in their positive peer relationships. Language, Speech, and Hearing Services in Schools, 26, 263–272.

    Google Scholar 

  • Jackson, S., Enright, R., & Murdock, J. (1987). Social perception problems in learning disabled youth: Developmental lag versus perceptual deficit. Journal of Learning Disabilities, 20, 361–364.

    PubMed  Google Scholar 

  • Janusz, J., Kirkwood, M., Yeates, K., & Taylor, H. (2002). Social problem-solving skills in children with traumatic brain injury: Long-term outcomes and prediction of social competence. Child Neuropsychology, 8, 179–194.

    PubMed  Google Scholar 

  • Kessler, M., & Donahue, M. (2008). Language and learning in school-age children and adolescents: Reading comprehension and social inferencing in middle school students with learning disabilities. Poster session presented at the ASHA Convention, Chicago.

    Google Scholar 

  • Kleinhans, N., Richards, T., Sterling, L., Stegbauer, K., Mahurin, R., Clark Johnson, L., et al. (2008). Abnormal functional connectivity in autism spectrum disorders during face processing. Brain, 131(4), 1000–1012.

    PubMed  Google Scholar 

  • Kuebli, J., Butler, S., & Fivush, R. (1995). Mother-child talk about past emotions: Relations of maternal language and child gender over time. Cognition and Emotion, 9, 265–283.

    Google Scholar 

  • Lakoff, R. (1973). The logic of politeness: Or minding your P’s and Q’s. In Papers presented at the ninth regional meeting of the Chicago Linguistic Society (pp. 292–305). Chicago: Chicago Linguistics Society.

    Google Scholar 

  • Lapadat, J. D. (1991). Pragmatic language skills of students with language and/or learning disabilities: A quantitative synthesis. Journal of Learning Disabilities, 24, 147–158.

    PubMed  Google Scholar 

  • Lavoie, R. (1994). Last one picked … first one picked on: Learning disabilities and social skills with Rick Lavoie (DVD). Arlington: Public Broadcasting Service.

    Google Scholar 

  • Leadbeater, B. J., Hellner, I., Allen, J. P., & Aber, J. L. (1989). The assessment of interpersonal negotiation strategies in multi-problem youth. Developmental Psychology, 25, 465–472.

    Google Scholar 

  • Leadbeater, B., Ohan, J., & Hoglund, W. (2006). How children’s justifications of the “best thing to do” in peer conflicts relate to their emotional and behavioral problems in early elementary school. Merrill-Palmer Quarterly, 52, 807–821.

    Google Scholar 

  • Limperopoulos, C., Bassan, H., Sullivan, N. R., Soul, J. S., Robertson, R. L., Jr., Moore, M., et al. (2008). Positive screening for autism in ex-preterm infants: Prevalence and risk factors. Pediatrics, 121(4), 758–765.

    PubMed  Google Scholar 

  • Lleras, C. (2008). Do skills and behaviors in high school matter? The contribution of noncognitive factors in explaining differences in educational attainment and earnings. Social Science Research, 37, 888–902.

    Google Scholar 

  • LoGuidice, C., & LaQuay, K. (2009). No-glamour idioms. East Moline: LinguiSystems.

    Google Scholar 

  • LoGuidice, C., & Warner, M. (2003). The nonverbal language kit. East Moline: LinguiSystems.

    Google Scholar 

  • McClellan, D., & Katz, L. (1993). Young children’s social development: A checklist (p. ED356100). Urbana: ERIC Clearinghouse on Elementary and Early Childhood Education.

    Google Scholar 

  • McConnell, N., & LoGiudice, C. (1998). That’s life! Social language. East Moline: LinguiSystems.

    Google Scholar 

  • McKinley, N. L., & Lord-Larson, V. (1985). Neglected language-disordered adolescent: A delivery model. Language, Speech, and Hearing Services in Schools, 34, 117–127.

    Google Scholar 

  • Mehrabian, A. (1971). Silent messages. Belmont: Wadsworth.

    Google Scholar 

  • Meltzoff, A., & Decety, J. (2003). What imitation tells us about social cognition: A rapprochement between developmental psychology and cognitive neuroscience. The Royal Society, 358, 491–500.

    Google Scholar 

  • Mishna, F. (2003). Learning disabilities and bullying: Double jeopardy. Journal of Learning Disabilities, 36, 336–347.

    PubMed  Google Scholar 

  • Mize, J., & Abell, E. (1996). Encouraging social skills in young children: Tips teachers can share with parents. Dimensions of Early Childhood, 24, 15–23.

    Google Scholar 

  • Moore-Brown, B., Sanger, D., Montgomery, J., & Nishida, B. (2002). Communication and violence: New roles for speech-language pathologists. The ASHA Leader, 7(4–5), 14.

    Google Scholar 

  • Nakassis, C., & Snedeker, J. (2002). Beyond sarcasm: Intonation and context as relational cues in children’s recognition of irony. In A. Greenhill, M. Hughs, H. Littlefield, & H. Walsh (Eds.), Proceedings of the twenty-sixth Boston University conference on language development. Somerville: Cascadilla Press.

    Google Scholar 

  • Nakkula, M. J. (2001). Negotiation training and interpersonal development: An exploratory study of early adolescents in Argentina. Adolescence, 36, 1–20.

    PubMed  Google Scholar 

  • National Association of School Psychologists. (2002). Social skills: Promoting positive behavior, academic success, and school safety. Retrieved December 30, 2005, from http://www.naspcenter.org/factsheets/socialskills_fs.html

  • National Center for Technology Innovation (NCTI) and Center for Implementing Technology in Education (CITEd). (2007). Practicing social skills: How to teach your student social interactions. Retrieved November 10, 2009, from www.ldonline.org/article/21025

  • National Network for Child Care (NNCC), Asher, S. R., & Williams, G. (1993). Children without friends, part 1: Their problems. In C. M. Todd (Ed.), Day care center connections (pp. 3–4). Urbana-Champaign: University of Illinois Cooperative Extension Service.

    Google Scholar 

  • Nelson, K. (1996). Language in cognitive development. Cambridge: Cambridge University Press.

    Google Scholar 

  • Ninio, A., & Snow, C. (1999). The development of pragmatics: Learning to use language appropriately. Invited chapter. In T. K. Bhatia & W. C. Ritchie (Eds.), Handbook of language acquisition. New York: Academic.

    Google Scholar 

  • Nippold, M. A. (1993). Developmental markers in adolescent language: Syntax, semantics, and pragmatics. Language, Speech, and Hearing Services in Schools, 24, 21–28.

    Google Scholar 

  • Nippold, M. A., Mansfield, T. C., & Billow, J. L. (2007). Peer conflict explanations in children, adolescents, and adults: Examining the development of complex syntax. American Journal of Speech-Language Pathology, 16, 179–188.

    PubMed  Google Scholar 

  • Oliva, A., & La Greca, A. (1988). Children with learning disabilities: Social goals and strategies. Journal of Learning Disabilities, 21, 301–306.

    PubMed  Google Scholar 

  • Paul, R. (2001). Language disorders from infancy through adolescence: Assessment and intervention (2nd ed.). St. Louis: Mosby-Yearbook.

    Google Scholar 

  • Pearl, R., Bryan, T., Fallon, P., & Herzog, A. (1991). Learning disabled students’ detection of deception. Learning Disabilities Research and Practice, 6, 12–16.

    Google Scholar 

  • Peterson, C., & Slaughter, V. (2003). Opening windows into the mind: Mothers’ preferences for mental state explanations and children’s theory of mind. Cognitive Development, 18, 399–429.

    Google Scholar 

  • Place, K. S., & Becker, J. A. (1991). The influence of pragmatic competence on the likeability of grade-school children. Discourse Processes, 14, 227–241.

    Google Scholar 

  • Possel, P., Seemann, S., Ahrens, S., & Hautzinger, M. (2006). Testing the causal mediation component of Dodge’s social information processing model of social competence and depression. Journal of Youth and Adolescence, 35, 849–859.

    Google Scholar 

  • Project for School Innovation. (2004). Making inferences from text. Project for school innovation. Retrieved July 1, 2007, from http://www.psinnovation.org/files/documents/LSGIntro.doc

  • Quinn, K. A., Macrae, C. N., & Bodenhausen, G. V. (2003). Social cognition. In L. Nadel (Ed.), Encyclopedia of cognitive science (Vol. 4, pp. 66–73). London: Nature.

    Google Scholar 

  • Raffaelli, M., & Duckett, E. (1989). “We were just talking …”: Conversations in early adolescence. Journal of Youth and Adolescence, 18(6), 567–582.

    PubMed  Google Scholar 

  • Raskind, M. (2005). Research trends: Social information processing and emotional understanding in children with LD. Retrieved November 10, 2009, from http://www.greatschools.net/cgi-bin/showarticle/2974

  • Reed, V. A., McLeod, K., & McAllister, L. (1999). Importance of selected communication skills for talking with peers and teachers: Adolescents’ opinions. Language, Speech, and Hearing Services in Schools, 30, 32–49.

    PubMed  Google Scholar 

  • Rice, M. L., Sell, M. A., & Hadley, P. A. (1991). Social interactions of speech- and language-impaired children. Journal of Speech and Hearing Research, 34, 1299–1307.

    PubMed  Google Scholar 

  • Rossetti, L. (2006). The Rossetti infant-toddler language scale. East Moline: LinguiSystems.

    Google Scholar 

  • Rothenberg, S. (1998). Nonverbal learning disabilities and social functioning. Retrieved March 28, 2007, from NLD on the web: www.nldontheweb.org/Rothenberg-1.htm

  • Ruble, L., & Gallagher, T. (2004). Autism spectrum disorders: Primer for parents and educators. Special needs. Bethesda: National Association of School Psychologists.

    Google Scholar 

  • Ruby, P., & Decety, J. (2003). What you believe versus what you think they believe: A neuroimaging study of conceptual perspective-taking. European Journal of Neuroscience, 17, 2475–2480.

    PubMed  Google Scholar 

  • Ruby, P., & Decety, J. (2004). How would you feel versus how do you think she would feel? A neuroimaging study of perspective-taking with social emotions. Journal of Cognitive Neuroscience, 16(6), 988–999.

    PubMed  Google Scholar 

  • Santrock, J. W. (2005). Child development (10th ed.). New York: McGraw-Hill.

    Google Scholar 

  • Schultz, L. H., & Selman, R. L. (1999). The meaning and measurement of social competence from a developmental perspective. Cambridge, MA: Harvard University Graduate School of Education. Manuscript submitted for publication.

    Google Scholar 

  • Schumaker, J., & Deshler, D. (1995). Social skills and learning disabilities. Newsbriefs, Learning Disabilities Association of America, March–April, pp. 8–11.

    Google Scholar 

  • Selman, R., & Demorest, A. (1984). Observing troubled children’s interpersonal negotiation strategies: Implications of and for a developmental model. Child Development, 55, 288–304.

    PubMed  Google Scholar 

  • Selman, R. L., & Schultz, L. H. (1990). Making a friend in youth: Developmental theory and pair therapy. Chicago: University of Chicago Press.

    Google Scholar 

  • Selman, R., Beardslee, W., Schultz, L., Krupa, M., & Podorefsky, D. (1986). Assessing adolescent interpersonal negotiation strategies: Toward the integration of structural and functional models. Developmental Psychology, 22, 450–459.

    Google Scholar 

  • Shamay-Tsoory, S. G., Tomer, R., & Aharon-Peretz, J. (2005). The neuroanatomical basis of understanding sarcasm and its relationship to social cognition. Neuropsychology, 19(3), 288–300.

    PubMed  Google Scholar 

  • Shatz, M., Wellman, H. J., & Silber, S. (1983). The acquisition of mental verbs: A systematic investigation of the first reference to mental state. Cognition, 14, 301–321.

    PubMed  Google Scholar 

  • Sillars, A. L. (1991). Behavior observation. In B. M. Montgomery & S. Duck (Eds.), Studying interpersonal interaction. New York: Guilford Press.

    Google Scholar 

  • Smith, I. M., & Bryson, S. E. (2007). Gesture imitation in autism: II. Symbolic gestures and pantomimed object use. Cognitive Neuropsychology, 24(7), 679–700.

    PubMed  Google Scholar 

  • Stevens, L. J., & Bliss, L. S. (1995). Conflict resolution abilities of children with specific language impairment and children with normal language. Journal of Speech and Hearing Research, 38, 599–611.

    PubMed  Google Scholar 

  • Sweet Nichols, C. (1998). Encoding of nonverbal social cues by children with differing profiles of learning disabilities. Dissertation Abstracts International, 59(5-B), 2489.

    Google Scholar 

  • Sweetser, E. (1987). The definition of “lie.” An examination of the folk models underlying a semantic prototype. In D. Hollard & N. Quinn (Eds.), Cultural models in language and thought. New York: Cambridge University Press.

    Google Scholar 

  • Talwar, V., & Lee, K. (2002). Emergence of white lie-telling in children between 3 and 7 years of age. Merrill-Palmer Quarterly, 48, 160–181.

    Google Scholar 

  • Talwar, V., Murphy, S. M., & Lee, K. (2007). White lie-telling in children for politeness purposes. International Journal of Behavioral Development, 31, 1–11.

    PubMed  PubMed Central  Google Scholar 

  • Timler, G. R. (2008). Social knowledge in children with language impairments: Examination of strategies, predicted consequences, and goals in peer conflict situations. Clinical Linguistics & Phonetics, 22, 741–763.

    Google Scholar 

  • Timler, G., Olswang, L., & Coggins, T. (2005). Do I know what I need to do? Language, Speech, and Hearing Services in Schools, 36, 73–85.

    PubMed  Google Scholar 

  • Tur-Kaspa, H., & Bryan, T. (1994). Social information-processing skills of students with learning disabilities. Learning Disabilities Research and Practice, 9, 12–23.

    Google Scholar 

  • Turkstra, L. S. (2005). Looking while listening and speaking: Eye-to-face gaze in adolescents with and without traumatic brain injury. Journal of Speech, Language, and Hearing Research, 48, 1429–1441.

    PubMed  Google Scholar 

  • Turkstra, L. (2007). Pragmatic communication disorders: New intervention approaches. The ASHA Leader, 12, 16–17.

    Google Scholar 

  • Turkstra, L., Ciccia, A., & Seaton, C. (2003). Interactive behaviors in adolescent conversation dyads. Language, Speech, and Hearing Services in Schools, 34, 117–127.

    PubMed  Google Scholar 

  • University of Illinois at Urbana-Champaign. (2008). 10 years on, high school social skills predict better earnings than test scores. Retrieved November 10, 2009, from http://www.sciencedaily.com/releases/2008/10/081015120749.htm

  • Vaughn, S., Elbaum, B., & Boardman, A. G. (2001). The social functioning of students with learning disabilities: Implications for inclusion. Exceptionality, 9, 47–65.

    Google Scholar 

  • Wang, A. T., Lee, S. S., Sigman, M., & Dapretto, M. (2007). Reading affect in the face and voice. Archives of General Psychiatry, 64, 698–708.

    PubMed  PubMed Central  Google Scholar 

  • Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45(4), 368–375.

    Google Scholar 

  • Ward, K. (2007). Autism: General information & practical suggestions for the classroom. Retrieved November 10, 2009, from http://www.autism.ca/teach.htm

  • Wiener, J. R., & Schneider, B. H. (2002). A multi-source exploration of the friendship patterns of children with and without learning disabilities. Journal of Abnormal Child Psychology, 30, 127–141.

    PubMed  Google Scholar 

  • Williams White, S., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37, 1858–1868.

    PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Linda Bowers .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Bowers, L., Huisingh, R. (2021). Social Language Development Test. In: Volkmar, F.R. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, Cham. https://doi.org/10.1007/978-3-319-91280-6_508

Download citation

Publish with us

Policies and ethics