Abstract：
BACKGROUND: Children with Developmental Language Disorder (DLD) and Reading Difficulties (RD) can show more peer relation problems depending on the informant.
OBJECTIVE: (1) To explore bullying victims\' categorization, evaluated by self- and peer-reports, in children with DLD and RD; and (2) to assess agreement rates between informants.
METHODS: Victimization was assessed using a self-report (EBIP-Q) and a peer-report sociogram (CESC) in a sample of 83 participants (9-12 years; 10.5 ± 1.1 years), comprising of DLD (n = 19), RD (n = 32), and Control (n = 32) groups.
RESULTS: We found a higher frequency of the rejected sociometric profile in the DLD and RD groups, a higher peer-reported victimization in the DLD group, and more severe self-reported victimization in the DLD and RD groups. Odds of being classified as victimized were higher for self-report except in the DLD group. Informants\' agreement was high using the most restrictive EBIP-Q criterion (7 points) for both the Control and the RD groups, being non-significant for the DLD group regardless of the criteria used.
CONCLUSIONS: We found a higher victimization risk in children with language difficulties, although self-assessment seems to under-detect children with DLD according to the agreement rates, pointing out the need to combine assessments and informants. WHAT DOES THIS PAPER ADD?: Several studies have shown that children with DLD or RD obtain higher scores of victimization and score lower on several scales of social skills with continuous data. Although continuous analyses are usual in research, professional decisions are usually based on cut-off criteria more than how high or low a score is in contrast to another group. This is one of the first works that analyses victimization following the cut-off criteria of self and peer assessments that professionals used in the school settings in children with DLD and RD. Our results will raise awareness among school professionals based on the evidence about the high risk of victimization, especially in children with DLD, and the implications of selecting between several measures of victimization, in this group of children. We think that our results would help to better detect and prevent bullying in schools for children with DLD.
OBJECTIVE: (1) To explore bullying victims\' categorization, evaluated by self- and peer-reports, in children with DLD and RD; and (2) to assess agreement rates between informants.
METHODS: Victimization was assessed using a self-report (EBIP-Q) and a peer-report sociogram (CESC) in a sample of 83 participants (9-12 years; 10.5 ± 1.1 years), comprising of DLD (n = 19), RD (n = 32), and Control (n = 32) groups.
RESULTS: We found a higher frequency of the rejected sociometric profile in the DLD and RD groups, a higher peer-reported victimization in the DLD group, and more severe self-reported victimization in the DLD and RD groups. Odds of being classified as victimized were higher for self-report except in the DLD group. Informants\' agreement was high using the most restrictive EBIP-Q criterion (7 points) for both the Control and the RD groups, being non-significant for the DLD group regardless of the criteria used.
CONCLUSIONS: We found a higher victimization risk in children with language difficulties, although self-assessment seems to under-detect children with DLD according to the agreement rates, pointing out the need to combine assessments and informants. WHAT DOES THIS PAPER ADD?: Several studies have shown that children with DLD or RD obtain higher scores of victimization and score lower on several scales of social skills with continuous data. Although continuous analyses are usual in research, professional decisions are usually based on cut-off criteria more than how high or low a score is in contrast to another group. This is one of the first works that analyses victimization following the cut-off criteria of self and peer assessments that professionals used in the school settings in children with DLD and RD. Our results will raise awareness among school professionals based on the evidence about the high risk of victimization, especially in children with DLD, and the implications of selecting between several measures of victimization, in this group of children. We think that our results would help to better detect and prevent bullying in schools for children with DLD.
摘要：
背景：患有发展性语言障碍（DLD）和阅读困难（RD）的儿童可以根据线人表现出更多的同伴关系问题。
目标：(1)探索欺凌受害者的分类，通过自我和同行报告进行评估，患有DLD和RD的儿童；(2)评估举报人之间的协议率。
方法：在83名参与者（9-12岁；10.5±1.1岁）的样本中，使用自我报告（EBIP-Q）和同伴报告社交图（CESC）评估了受害情况。由DLD(n=19)组成，RD（n=32），和对照组(n=32)。
结果：我们发现在DLD和RD组中，被拒绝的社会测量特征的频率更高，DLD组中同行报告的受害人数较高，DLD和RD组中自我报告的受害情况更严重。除DLD组外，自我报告被归类为受害的可能性更高。对于控制组和RD组，使用最严格的EBIP-Q标准（7分）的线人协议很高，无论使用何种标准，对DLD组都不显著。
结论：我们发现语言障碍儿童的受害风险更高，尽管根据协议率，自我评估似乎对患有DLD的儿童的检测不足，指出需要将评估和线人结合起来。这篇论文增加了什么？：一些研究表明，患有DLD或RD的儿童在连续数据的几个社交技能量表上获得了较高的受害得分，而得分较低。尽管连续分析在研究中很常见，专业决策通常基于截止标准，而不是与另一组相比分数的高低。这是第一批根据专业人员在DLD和RD儿童的学校环境中使用的自我和同伴评估的截止标准来分析受害情况的作品之一。我们的结果将根据有关受害高风险的证据，提高学校专业人员的认识，尤其是患有DLD的儿童，以及在几种受害措施之间进行选择的含义，在这群孩子中。我们认为我们的结果将有助于更好地发现和预防DLD儿童在学校中的欺凌行为。
目标：(1)探索欺凌受害者的分类，通过自我和同行报告进行评估，患有DLD和RD的儿童；(2)评估举报人之间的协议率。
方法：在83名参与者（9-12岁；10.5±1.1岁）的样本中，使用自我报告（EBIP-Q）和同伴报告社交图（CESC）评估了受害情况。由DLD(n=19)组成，RD（n=32），和对照组(n=32)。
结果：我们发现在DLD和RD组中，被拒绝的社会测量特征的频率更高，DLD组中同行报告的受害人数较高，DLD和RD组中自我报告的受害情况更严重。除DLD组外，自我报告被归类为受害的可能性更高。对于控制组和RD组，使用最严格的EBIP-Q标准（7分）的线人协议很高，无论使用何种标准，对DLD组都不显著。
结论：我们发现语言障碍儿童的受害风险更高，尽管根据协议率，自我评估似乎对患有DLD的儿童的检测不足，指出需要将评估和线人结合起来。这篇论文增加了什么？：一些研究表明，患有DLD或RD的儿童在连续数据的几个社交技能量表上获得了较高的受害得分，而得分较低。尽管连续分析在研究中很常见，专业决策通常基于截止标准，而不是与另一组相比分数的高低。这是第一批根据专业人员在DLD和RD儿童的学校环境中使用的自我和同伴评估的截止标准来分析受害情况的作品之一。我们的结果将根据有关受害高风险的证据，提高学校专业人员的认识，尤其是患有DLD的儿童，以及在几种受害措施之间进行选择的含义，在这群孩子中。我们认为我们的结果将有助于更好地发现和预防DLD儿童在学校中的欺凌行为。
