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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
Language: English
Authors: Callyn Farrell (ORCID 0000-0003-2039-0045), Virginia Slaughter (ORCID 0000-0001-9315-1497), Aisling Mulvihill (ORCID 0000-0001-5157-5304)
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
FullText Text:
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PubType: Academic Journal
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  Data: Participation and Experiences in Extracurricular Activities for Children with Developmental Language Disorder and Their Peers
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Callyn+Farrell%22">Callyn Farrell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2039-0045">0000-0003-2039-0045</externalLink>)<br /><searchLink fieldCode="AR" term="%22Virginia+Slaughter%22">Virginia Slaughter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9315-1497">0000-0001-9315-1497</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aisling+Mulvihill%22">Aisling Mulvihill</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5157-5304">0000-0001-5157-5304</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Language+%26+Communication+Disorders%22"><i>International Journal of Language & Communication Disorders</i></searchLink>. 2025 60(6).
– Name: Avail
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  Data: 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
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  Data: Y
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  Data: 11
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  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Extracurricular+Activities%22">Extracurricular Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Delays%22">Developmental Delays</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preadolescents%22">Preadolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Life%22">Social Life</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Environment%22">Social Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/1460-6984.70134
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1368-2822<br />1460-6984
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2025
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  Data: EJ1489648
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1489648
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        Value: 10.1111/1460-6984.70134
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      – Text: English
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      – SubjectFull: Extracurricular Activities
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Developmental Delays
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      – SubjectFull: Language Impairments
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      – SubjectFull: Children
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      – SubjectFull: Preadolescents
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      – SubjectFull: Social Life
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      – SubjectFull: Participation
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      – SubjectFull: Social Environment
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      – SubjectFull: Ability
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      – SubjectFull: Barriers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Australia
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