@article{ref1,
title="Aggression and withdrawal related behavior within conflict management progression in preschool boys with language impairment",
journal="Child psychiatry and human development",
year="2007",
author="Horowitz, Laura and Westlund, Karolina and Ljungberg, Tomas",
volume="38",
number="3",
pages="237-253",
abstract="OBJECTIVE: This study examined conflict behavior in naturalistic preschool settings to better understand the role of non-affiliative behavior and language in conflict management. METHOD: Free-play at preschool was filmed among 20 boys with typically developing language (TL) and among 11 boys with Language Impairment (LI); the boys 4-7 years old. Conflict behavior was coded and analyzed with a validated system. Post-conflict non-affiliative behavior (aggression and withdrawal) displays, and the links between the displays and reconciliation (i.e., former opponents exchange friendly behavioral shortly after conflict termination) was examined. RESULTS: Group comparisons revealed boys with LI displayed aggression in a smaller share of conflicts, but exhibited [Symbol: see text]active' withdrawal (left the room), in a larger conflict share. Boys with TL overcame aggression (more common TL behavior) and after reconciled, to a greater extent than the boys with LI after active withdrawal (more common LI behavior). Also, after reciprocal or only verbal aggression, boys with LI reconciled to a lesser extent than boys with TL. CONCLUSIONS: The boys with LI demonstrated difficulties confronting conflict management, as well as concluding emotionally heightened and aggressive behavioral turns.<p /><p>Language: en</p>",
language="en",
issn="0009-398X",
doi="10.1007/s10578-007-0057-6",
url="http://dx.doi.org/10.1007/s10578-007-0057-6"
}