The informant matters: Differences in bullying victim categorization rates assessed with self- and peer-reports in children with developmental language disorder and reading difficulties

Abstract

[eng] <h3>Background</h3><p>Children with Developmental Language Disorder (DLD) and Reading Difficulties (RD) can show more peer relation problems depending on the informant.</p><p><br /></p><h3>Aims</h3><p>(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.</p><p><br /></p><h3>Method and procedures</h3><p>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 (<em>n</em> = 19), RD (<em>n</em> = 32), and Control (<em>n</em> = 32) groups.</p><p><br /></p><h3>Outcomes and Results</h3><p>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.</p><p><br /></p><h3>Conclusions and Implications</h3><p>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.</p>