Participation and Experiences in Extracurricular Activities for Children with Developmental Language Disorder and Their Peers
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| Title: | Participation and Experiences in Extracurricular Activities for Children with Developmental Language Disorder and Their Peers |
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| Language: | English |
| Authors: | Callyn Farrell (ORCID |
| Source: | International Journal of Language & Communication Disorders. 2025 60(6). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Extracurricular Activities, Child Development, Developmental Delays, Language Impairments, Children, Preadolescents, Social Life, Participation, Social Environment, Ability, Barriers, Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.1111/1460-6984.70134 |
| ISSN: | 1368-2822 1460-6984 |
| Abstract: | Objectives: Participation in organised extracurricular social activities (OESAs) can provide wide-ranging positive developmental benefits for children. This study investigated whether participation and experiences differ for children aged 4- to 12-years with a developmental language disorder (DLD) compared to their typical language developing (TLD) peers. Methods: Parents of children with DLD (n = 18) and those of TLD peers (n = 21) reflected on their child's participation and experiences in OESAs. Results: Results demonstrated that parents of children with DLD reported engagement in a similar number of OESAs and for a similar length of time on a weekly basis compared to parents of TLD children. Additionally, when evaluating factors that facilitated positive participation experiences--such as their child's abilities and behaviour, features of the OESA, and the social environment--parents of children with DLD provided ratings mostly comparable to those of TLD parents. However, when children disengaged from an OESA, ability-related factors, such as communication, motor, and social skills, were more likely to be reported to influence the participation experience for children with DLD. Conclusions: These findings underscore the importance of fostering accessible and positive OESA experiences to support meaningful participation and access to the developmental benefits of OESAs for children with DLD. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489648 |
| Database: | ERIC |
| Abstract: | Objectives: Participation in organised extracurricular social activities (OESAs) can provide wide-ranging positive developmental benefits for children. This study investigated whether participation and experiences differ for children aged 4- to 12-years with a developmental language disorder (DLD) compared to their typical language developing (TLD) peers. Methods: Parents of children with DLD (n = 18) and those of TLD peers (n = 21) reflected on their child's participation and experiences in OESAs. Results: Results demonstrated that parents of children with DLD reported engagement in a similar number of OESAs and for a similar length of time on a weekly basis compared to parents of TLD children. Additionally, when evaluating factors that facilitated positive participation experiences--such as their child's abilities and behaviour, features of the OESA, and the social environment--parents of children with DLD provided ratings mostly comparable to those of TLD parents. However, when children disengaged from an OESA, ability-related factors, such as communication, motor, and social skills, were more likely to be reported to influence the participation experience for children with DLD. Conclusions: These findings underscore the importance of fostering accessible and positive OESA experiences to support meaningful participation and access to the developmental benefits of OESAs for children with DLD. |
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| ISSN: | 1368-2822 1460-6984 |
| DOI: | 10.1111/1460-6984.70134 |
