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Language, academic & social skills in school-aged children adopted from China as infants/toddlers

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  • This study investigates the language, academic and social skills of 36 school-aged children and adolescents who were adopted from China as infants and toddlers. All participants were part of previous studies by Pollock (2005), Pollock &Yan (2009) and Pollock, Fleming & Gerke (2011). Standardized informant (parent, teacher) and self-report (student) measures from the Academic Competence Evaluation Scale (ACES), the Children’s Communication Checklist 2nd Edition (CCC-2), and the Social Skills Improvement System (SSiS) were used to assess current language, academic, and social skills. As a group, the scores of the children adopted from China did not differ significantly from the normative samples. Although overall group performance was impressive, a higher than expected percentage of children (14%) had low scores on one or more measures. All measures were compared with age at adoption and chronological age. Age at adoption was moderately correlated with Reading/Language Arts (RLA) from the ACES, the General Communication Composite from the CCC-2, and the SSiS Problem Behaviors portion of the student report. The RLA teacher report and RLA student report were also moderately correlated. All other comparisons were not significantly correlated. Overall, the results indicated that as a group the children adopted from China (CAC) performed at or above average as compared to the normative data for same aged peers. However, a number of individual children exhibited weaknesses in language, academic, or social skills.

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    Attribution-NonCommercial-NoDerivatives 4.0 International