Provides an overview of language problems and the extent of their impact on and the implications for youngsters with emotional and behavioral disorders
Get full access to this article
View all access options for this article.
References
1.
Axelrod, S. (1974). Token reinforcement programs in special classes. In A. R. Brown & C. Avery (Eds.), Modifying children's behavior (pp. 141–157). Springfield, IL: Thomas.
2.
Baker, L., & Cantwell, D. P. (1982). Psychiatric disorder in children with different types of communication disorders. Journal of Communication Disorders, 15, 113–126.
3.
Braswell, L., & Kendall, P. C. (1988). Cognitive-behavioral methods with children. In K. S. Dobson (Ed.), Handbook of cognitive-behavioral therapies (pp. 167–213). New York: Guilford.
4.
Brinton, B., & Fujiki, M. (1989). Conversational management with language-impaired children: Pragmatic assessment and intervention.Rockville, MD: Aspen.
5.
Camarata, S., Hughes, C., & Ruhl, K. (1988). Mild/moderate behaviorally disordered students: A population at-risk for language disorders. Language, Speech, and Hearing Services in Schools, 19, 199–200.
6.
Cantwell, D. P., & Baker, L. (1985). Interrelationship of communication, learning and psychiatric disorders in children. In C. Simon (Ed.), Communication skills and classroom success: Assessment of language-learning disabled students (pp. 43–61). San Diego, CA: College-Hill.
7.
Costello, E. J., Costello, A. J., Edelbrock, C., Burns, B. J., Dulcan, M. K., Brent, D., & Jani-szewiski, S. (1988). Psychiatric disorders in pediatric primary care. Archives of General Psychiatry, 45, 1107–1116.
8.
Creaghead, N. A. (1992). Classroom interactional analysis/script analysis. In W. A. Secord & J. S. Damico (Eds.), Best practices in school speech-language pathology (pp. 65–72). San Antonio, TX: The Psychological Corporation.
9.
Creaghead, N. A. (1993). Collaboration: Serving children with communication disabilities in the classroom [Film]. West Lafayette, IN: Purdue University.
10.
Creaghead, N. A., & Tattershall, S. S. (1985). Observation and assessment of classroom pragmatic skills. In C. Simon (Ed.), Communication skills and classroom success: Assessment of language-learning disabled students (pp. 105–131). San Diego, CA: College-Hill.
11.
Cullinan, D., Epstein, M. H., & Sabornie, E. J. (1992). Selected characteristics of a national sample of seriously emotionally disturbed adolescents. Behavioral Disorders, 17, 273–280.
12.
Ellis, A. (1962). Reason and emotions in psychotherapy.New York: Lyle Stuart.
13.
Fessler, M. A., Rosenberg, M. S., & Rosenberg, L. A. (1991). Concomitant learning disabilities and learning problems among students with behavior/emotional disorders. Behavior Disorders, 16, 97–106.
14.
Fuchs, D., Fernstrom, P., Scott, S., Fuchs, L., & Vandermeer, L. (1994). Classroom ecological inventory: A process for mainstreaming. Teaching Exceptional Children, 26(3), 11–15.
15.
Gallagher, T. M. (1991). Pragmatics of language: Clinical practice issues.San Diego, CA: Singular.
16.
Giddan, J. J. (1991). School children with emotional problems and communication deficits: Implications for speech-language pathologists. Language, Speech, and Hearing Services in Schools, 22, 291–295.
17.
Giddan, J. J., Troutman, R. C., & Hurst, J. B. (1989). The role of the speech and language clinician on a multidisciplinary team. Child Psychiatry and Human Development, 19(3), 180–185.
18.
Goodman, K. (1986). What's whole in whole language?Portsmouth, NH: Heinemann.
19.
Gresham, F. M., & Elliott, S. N. (1984). Assessment and classification of children's social skills: A review of methods and issues. School Psychology Review, 13, 292–301.
20.
Hughes, J. N., & Hall, R. J. (1987). Proposed model for the assessment of children's social competence. Professional School Psychology, 2, 247–260.
21.
Kamhi, A. G., & Catts, H. W. (Eds.). (1989). Reading disabilities: A developmental language perspective.Boston: College-Hill.
22.
Kirchner, D. M., & Prutting, C. A. (1989). Pragmatic criteria for communicative competence. Seminars in Speech and Language, 10, 42–50.
23.
Laughton, J., & Hasenstab, M. S. (1986). The language learning process: Implications for management of disorders.Rockville, MD: Aspen.
24.
Maag, J. W. (1989). Assessment in social skills training: Methodological and conceptual issues for research and practice. Remedial and Special Education, 10(4), 6–17.
25.
Maag, J. W. (1990). Social skills training in schools. Special Services in the Schools, 6, 1–19.
26.
Maag, J. W., & Meinhold, A. C. (1985). Developing counseling skills in teachers of behaviorally disordered adolescents. In R. B. Rutherford, Jr. (Ed.), Severe behavior disorders of children and youth (Vol. 8, pp. 56–69). Reston, VA: Council for Children with Behavioral Disorders.
27.
McDonough, K. M. (1989). Analysis of the expressive language characteristics of emotionally handicapped students in social interactions. Behavioral Disorders, 14(2), 127–139.
28.
McTear, M. F., & Conti-Ramsden, G. (1992). Pragmatic disability in children.San Diego, CA: Singular.
29.
Muma, J. (1978). Language handbook: Concepts, assessment, intervention.Englewood Cliffs, NJ: Prentice-Hall.
30.
Neel, R. S. (1988). Classroom conversion kit: A teacher's guide to teaching social competence. In R. B. Rutherford, Jr., & J. W. Maag (Eds.), Severe behavior disorders of children and youth (Vol. 11, pp. 25–31). Reston, VA: Council for Children with Behavioral Disorders.
31.
Neel, R. S., & Billingsley, F. F. (1989). IMPACT: A functional curriculum handbook for students with moderate to severe disabilities.Baltimore: Brookes.
32.
Neel, R. S., & Cessna, K. K. (1993). Behavioral intent: Instructional content for students with behavior disorders. In K. K. Cessna (Ed.), Instructionally differentiated programming: A needs-based approach for students with behavior disorders (pp. 31–39). Denver: Colorado Department of Education.
33.
Nelson, N. W. (1985). Teacher talk and child listening. In C. Simon (Ed.), Communication skills and classroom success: Assessment of language-learning disabled students (pp. 65–102). San Diego, CA: College-Hill.
34.
Norris, J., & Hoffman, P. (1993). Whole language intervention for school-age children.San Diego, CA: Singular.
35.
Owens, R. E., Jr. (1992). Language development: An introduction.New York: Macmillan.
36.
Prizant, B. M., Audet, L. R., Burke, G. M., Hummel, L. J., Maher, S. R., & Theodore, G. (1990). Communication disorders and emotional/behavioral disorders in children and adolescents. Journal of Speech and Hearing Disorders, 55, 179–192.
37.
Rice, M. L., Sell, M. A., & Hadley, P. A. (1991). Social interactions of speech and language-impaired children. Journal of Speech and Hearing Research, 34, 1299–1307.
38.
Rosenthal, S. L., & Simeonsson, R. J. (1991). Communication skills in emotionally disturbed and non-disturbed adolescents. Behavioral Disorders, 16, 192–199.
39.
Ruhl, K. L.Hughes, C. A., & Camarata, S. M. (1992). Analysis of the expressive and receptive language characteristics of emotionally handicapped students served in public school settings. Journal of Childhood Communication Disorders, 14(2), 165–176.
40.
Rutherford, R. B., Jr., & Polsgrove, L. J. (1981). Behavioral contracting with behaviorally disordered and delinquent children and youth: An analysis of the clinical and experimental literature. In R. B. Rutherford, Jr., A. G. Prieto, & J. E. McGlothlin (Eds.), Severe behavior disorders of children and youth (Vol. 4, pp. 49–69). Reston, VA: Council for Children with Behavioral Disorders.
41.
Stone, L. (1990). Managing difficult children in school.Oxford, England: Blackwell.
42.
Sulzer-Azaroff, B., & Mayer, G. R. (1977). Applying behavior-analysis procedures with children and youth.New York: Holt, Rinehart & Winston.
43.
Trautman, R. C., Giddan, J. J., & Jurs, S. G. (1990). Journal of Childhood Communication Disorders, 13(2), 123–133.
44.
Wallach, G. P., & Liebergott, J. W. (1984). Who shall be called “learning disabled”: Some new directions. In G. P. Wallach & K. G. Butler (Eds.), Language learning disabilities in school-age children (pp. 1–14). Baltimore: Williams & Wilkins.
45.
Wallach, G. P., & Miller, L. (1988). Language intervention and academic success.Boston: College-Hill.
46.
Ziegler, S. C. (1987). Effects of stimulus cueing on the acquisition of ground strokes by beginning tennis players. Journal of Applied Behavior Analysis, 20, 405–411.