Type of Document	Master's Thesis
Author	Porter, Karmen Louise
URN	etd-04072005-130656
Title	Strategies and Beliefs about Conflict Resolution: Comparing Children with Language-Learning Disorders to Children with Typical Language Development
Degree	Master of Arts (M.A.)
Department	Communication Sciences & Disorders
Advisory Committee	Advisor Name Title Janna B Oetting Committee Chair Janet A Norris Committee Member Paul R Hoffman Committee Member
Keywords	Selman's developmental model peer conflict
Date of Defense	2005-04-01
Availability	unrestricted
Abstract The purpose of the current study was to compare the conflict resolution skills and beliefs of children with Language and Learning Disorders (LLD) to those with typically developing language (TDL). All of the participants were drawn from a rural middle school in southeastern Louisiana. The independent variable was linguistic ability and it included two groups of children, thirteen with LLD and a comparison group of eight controls with TDL. The children’s conflict resolution skills and beliefs were collected by giving the children a hypothetical scenario of conflict and then asking them about resolution through an interview format. Conflict resolution measures from these interviews were: the number of strategies the children produced to resolve conflict, the complexity level of the strategies the children produced, and the cognitive level of the children’s beliefs about conflict. Differences were not found in the number of strategies produced by children with LLD and the controls. However, the children with LLD produced a lower level of strategy to resolve conflict and a lower level of cognitive belief about conflict than did the controls, with the latter resulting in a statistically significant group difference.
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