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The Effect of a Diagnostic Label of Language Delay on Adults' Perceptions of Preschool ChildrenMichelle Wood, PhD, is a researcher at the Graduate School of Education, University of California, Santa Barbara. Her research interests include parent—professional collaboration in special education, school restructuring efforts, and successful strategies for the inclusion of children with disabilities in the general education classroom.
Marta C. Valdez-Menchaca, PhD, most recently affiliated with the University of California, Santa Barbara, as an assistant professor in the Graduate School of Education. Her research interests focus on literacy and language development in children identified as at risk. Address: Michelle Wood, Graduate School of Education, University of California, Santa Barbara, CA 93106. The effects of the label of expressive language disorder (ELD) on adults' perceptions of preschoolers were investigated. Twenty adults interacted with 3 children of typical development and one child previously diagnosed with ELD. Adults were randomly assigned to a label group (in which the child with ELD was identified) or a nonlabel group (in which the child with ELD was not identified). After interacting with dyads of children, adults ranked them according to behavioral characteristics and competencies. Results indicated that the nonlabel group ranked the child with ELD as significantly less likable and less productive, and they predicted less academic competence from her. In contrast, the label group did not differentiate the children behaviorally, but they predicted less social competence from the child with ELD. Implications regarding the use of labels in the inclusion of children with disabilities are discussed.
Journal of Learning Disabilities, Vol. 29, No. 6,
582-588 (1996) |
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