Peer Acceptance and Friendship in Children with Specific Language Impairment

Martin Fujiki
Bonnie Brinton
Craig H. Hart
April H. Fitzgerald, Brigham Young University

Abstract

This study examined reciprocal friendship and peer acceptance in children with specific language impairment (SLI). Peer rating and reciprocal friendship measures were administered in four classrooms containing 8 children with SLI. Three of the children with SLI were less well accepted than typical peers, and 5 children reported no reciprocal friendships. Suggestions for facilitating friendships in children with SLI are proposed.