Theoretical Frameworks

1
Language-Learning Disabilities and Diminished
Self-Concept II Breaking the Cycle Sherri
Franklin-Guy, PhD, California State University,
San Bernardino Rosalind R. Scudder, PhD,
CCC-SLP, Wichita State University

• Self-Concept and LLD
• Investigations into the self-concept of children
  with learning disabilities have, typically, been
  conducted in the broader sense of the term
• Few studies, however, have examined this
  affective construct in children with specific
  learning disabilities, namely language
  disabilities
• Furthermore, the self-concept trilogy
  (Franklin-Guy, 2006), or the dimensions of
  self-concept in students with language
  disabilities have been explored by few
  researchers (Bricklin, 1991 Franklin-Guy, 2006)
• According to several researchers, academic and
  social competence are highly regarded within the
  school setting, and belief that one is
  disadvantaged in these areas may diminish
  self-concept (Elbaum Vaughn, 2003 Jerome,
  Fujiki, Brinton, James, 2002)
• Further, as academic performance and social tasks
  require adequate knowledge and use of a language
  system, both spoken and written, deficits in the
  area of language development may contribute to a
  negative self-concept in both the academic and
  social dimensions of the construct

• Theoretical Frameworks
• Several researchers have posited that the setting
  for services received may contribute to a
  diminished self-concept (Butler
  Marinov-Glassman, 1994 Morvitz Motta, 1992
  Strang, Smith, Rogers, 1978)
• other investigators have suggested that
  contextual factors, such as interactions with a
  specific classroom teacher or teachers attitudes
  may contribute to a lowered self-concept (Bear,
  Minke, Manning, 2002 Elbaum, 2002)
• reporting tools (i.e., self-reports, teacher
  reports, parental reports) and the validity of
  the instruments used to assess self-concept
  (Elbaum Vaughn, 2003) may be underlying reasons
  for inconsistency
• ages of respondents (Harter, 1990a, 1990b
  Harter, 1999) may be a factor in the variance
  among studies
• Brophy and Good (1970 1982) and Spear-Swerling
  (1999) have asserted that labeling students may
  be an impetus for lowered self-concept
• Results from investigations into the diminished
  self-concept of students with disabilities, then,
  are equivocal (Bear, Clever, Proctor, 1991
  Bear, Juvonen, McInerney, 1993 Bender, 1987
  Dyson, 2003)

• Considerations for Intervention
• Perhaps an increase in students perception of
  self may translate to an increase in school
  performance
• Given that language-learning disabilities may be
  a predictor of a diminished self-concept, it is
  imperative that clinicians and classroom
  educators provide students with authentic
  strategies for increasing students perception of
  self, i.e.,
• --self-talk, metacognitive strategies,
• teacher modeling (Smith, 2000)
• --bibliotherapy (Afolayan, 1992 Cornett
  Cornett, 1980 McCarty Chalmers, 1997 Pardeck,
  1990 Schlichter Burke, 1994)

• Introduction
• The term disabilities inherently suggests an
  inability to perform adequately certain tasks,
  and children who have been identified as having a
  disability may struggle with feelings of
  inadequacy and the concept of self as a result of
  perceived academic failures and the resultant
  social stigmatization.
• Research examining the adverse effect of deficits
  in decoding and spelling abilities (deficits
  typical in children with learning disabilities)
  on academic performance is indeed rich (e.g.,
  Moats, 2000 Stanovich, 1986)
• Many researchers have postulated that children
  with learning disabilities (LD) may experience a
  lowered self-concept as a result of such deficits
  (e.g., Bear, Minke, Manning, 2002)
• Additionally, although extensive research has
  been conducted with regard to this issue, the
  results have been inconsistent, as there is a
  litany of proposed theoretical frameworks
  regarding the reasons for lowered self-concept in
  children with disabilities
• Moreover, while there is an extensive literature
  base regarding the relationship between
  self-concept and students with learning
  disabilities, there is a paucity of relevant
  research that has investigated the self-concept
  of students with communication disabilities,
  specifically, language-learning disabilities
  (LLD)

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