This article argues for intentional collaboration between teachers of students with emotional and behavioral disorders and speech-language pathologists. After providing a rationale, we detail how special education teachers can leverage the expertise of speech-language pathologists during the Individualized Education Program process. We provide actionable steps that special education teachers and speech-language pathologists can take together to improve the identification, assessment, and subsequent support of language difficulty in students with emotional and behavioral disorders.
ArchibaldL. M. (2017). SLP-educator classroom collaboration: A review to inform reason-based practice. Autism & Developmental Language Impairments, 2, 1–17. https://doi.org/10.1177/2396941516680369
2.
BrintonB.FujikiM. (1993). Language, social skills, and socioemotional behavior. Language, Speech, and Hearing Services in Schools, 24(4), 194–198.
3.
Carrow-WoolfolkE. (2017). Comprehensive Assessment of Spoken Language, Second Edition (CASL-2) [Manual]. Western Psychological Services.
4.
ChowJ. C. (2018). Comorbid language and behavior problems: Development, frameworks, and intervention. School Psychology Quarterly, 33(3), 356–360. https://doi.org/10.1037/spq0000270
5.
ChowJ. C.BrodaM. D.GrangerK. L.DeeringB. T.DunnK. T. (2021). Language skills and friendships in kindergarten classrooms: A social network analysis. School Psychology. Advance online publication. https://doi.org/10.1037/spq0000451
6.
ChowJ. C.EkholmE.ColemanH. (2018). Does oral language underpin the development of later behavior problems? A longitudinal meta-analysis. School Psychology Quarterly, 33(3), 337–349. https://doi.org/10.1037/spq0000255
7.
ChowJ. C.HolloA. (2018). Language ability of students with emotional disturbance: Discrepancies between teacher ratings and direct assessment. Assessment for Effective Intervention, 43(2), 90–95. https://doi.org/10.1177/1534508417702063
8.
ChowJ. C.WallaceE. S. (2021). Speech-language pathologists’ behavior management training and reported experiences with challenging behavior. Communication Disorders Quarterly, 42(2), 67–72. https://doi.org/10.1177/1525740119887914
9.
ChowJ. C.WaltersS.HolloA. (2020). Supporting students with co-occurring language and behavioral deficits in the classroom. TEACHING Exceptional Children, 52(4), 222–230. https://doi.org/10.1177/0040059919887760
10.
ChowJ. C.WehbyJ. H. (2018). Associations between language and problem behavior: A systematic review and correlational meta-analysis. Educational Psychology Review, 30(1), 61–82. https://doi.org/10.1007/s10648-016-9385-z
11.
ChowJ. C.WehbyJ. H. (2019). Profiles of problem behavior in children with varying language ability. Journal of Emotional and Behavioral Disorders, 27(2), 110–118. https://doi.org/10.1177/1063426617733714
12.
ChowJ. C.ZimmermanK. N.SenterR. (2021). Tailoring effective behavior management strategies for speech-language pathologists. Language, Speech, and Hearing Services in Schools, 52(1), 260–272. https://doi.org/10.1044/2020_LSHSS-20-00073
13.
Conti-RamsdenG.DurkinK.ToseebU.BottingN.PicklesA. (2018). Education and employment outcomes of young adults with a history of developmental language disorder. International Journal of Language & Communication Disorders, 53(2), 237–255. https://doi.org/10.1111/1460-6984.12338
14.
Conti-RamsdenG.MokP.DurkinK.PicklesA.ToseebU.BottingN. (2019). Do emotional difficulties and peer problems occur together from childhood to adolescence? The case of children with a history of developmental language disorder (DLD). European Child & Adolescent Psychiatry, 28(7), 993–1004.
15.
CurtisP. R.FreyJ. R.WatsonC. D.HamptonL. H.RobertsM. Y. (2018). Language disorders and problem behaviors: A meta-analysis. Pediatrics, 142(2), e20173551. https://doi.org/10.1542/peds.2017-3551
16.
DiehmE. (2017). Writing measurable and academically relevant IEP goals with 80% accuracy over three consecutive trials. Perspectives of the ASHA Special Interest Groups, 2(16), 34–44. https://doi.org/10.1044/persp2.SIG16.34
17.
GettyL. A.SummyS. E. (2006). Language deficits in students with emotional and behavioral disorders: Practical applications for teachers. Beyond Behavior, 15(3), 15–22.
18.
HinshawS. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111(1), 127–155.
19.
HolloA.ChowJ. C.WehbyJ. H. (2019). Profiles of language and behavior in students with emotional disturbance. Behavioral Disorders, 44(4), 195–204. https://doi.org/10.1177/0198742918804803
20.
HolloA.StaubitzJ. L.ChowJ. C. (2020). Applying generalizability theory to optimize analysis of spontaneous teacher talk in elementary classrooms. Journal of Speech, Language, and Hearing Research, 63(6), 1947–1957.
21.
HolloA.WehbyJ.OliverR. (2014). Unidentified language deficits in children with emotional and behavioral disorders: A meta-analysis. Exceptional Children, 80, 169–186. https://doi.org/10.1177/001440291408000203
22.
Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004).
23.
LloydB. P.BruhnA. L.SutherlandK. S.BradshawC. P. (2019). Progress and priorities in research to improve outcomes for students with or at risk for emotional and behavioral disorders. Behavioral Disorders, 44(2), 85–96. https://doi.org/10.1177/0198742918808485
24.
MackieL.LawJ. (2010). Pragmatic language and the child with emotional/behavioural difficulties (EBD): A pilot study exploring the interaction between behaviour and communication disability. International Journal of Language & Communication Disorders, 45(4), 397–410. https://doi.org/10.3109/13682820903105137
25.
MooreT. C.WehbyJ. H.OliverR. M.ChowJ. C.GordonJ. R.MahanyL. A. (2017). Teachers’ reported knowledge and implementation of research-based classroom and behavior management strategies. Remedial and Special Education, 38(4), 222–232.
26.
PaulsL. J.ArchibaldL. M. D. (2016). Executive functions in children with specific language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 59(5), 1074–1086. https://doi.org/10.1044/2016_JSLHR-L-15-0174
27.
RedmondS. M. (2020). Clinical intersections among idiopathic language disorder, social (pragmatic) communication disorder, and attention-deficit/hyperactivity disorder. Journal of Speech, Language, and Hearing Research, 63(10), 3263–3276.
28.
SylvanL. (2018). Tiers to communication success: How can SLPs join in the MTSS framework many schools are adopting to catch students’ special education needs earlier and provide levels of intervention?The ASHA Leader, 23(8), 44–53. https://doi.org/10.1044/leader.FTR1.23082018.44
29.
Van den BedemN. P.DockrellJ. E.van AlphenP. M.KalicharanS. V.RieffeC. (2018). Victimization, bullying, and emotional competence: Longitudinal associations in (pre) adolescents with and without developmental language disorder. Journal of Speech, Language, and Hearing Research, 61(8), 2028–2044.
30.
WallaceE. S.SenterR.PetersonN.DunnK. T.ChowJ. (2022). How to establish a language-rich environment through a collaborative SLP–teacher partnership. TEACHING Exceptional Children, 54(3), 166–176. https://doi.org/10.1177/0040059921990690
31.
WhiteE. B. (1952). Charlotte’s web. Harper & Brothers.
32.
WinstanleyM.WebbR. T.Conti-RamsdenG. (2018). More or less likely to offend? Young adults with a history of identified developmental language disorders. International Journal of Language & Communication Disorders, 53(2), 256–270. https://doi.org/10.1111/1460-6984.12339
33.
YewS. G. K.O’KearneyR. (2013). Emotional and behavioural outcomes later in childhood and adolescence for children with specific language impairments: Meta-analyses of controlled prospective studies. The Journal of Child Psychology and Psychiatry, 54(5), 516–524. https://doi.org/10.1111/jcpp.12009
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
