Children diagnosed with emotional/behavioral disorders experience expressive and pragmatic language disorders that can negatively affect educational success. This article describes a classroom-based pragmatic language intervention program that was conducted with children diagnosed as having an emotional/ behavioral disorder. Results of the program suggested that the classroom-based pragmatic language intervention may have positively influenced the ability of the participants to employ pragmatic skills, such as providing sufficient and detailed information, stating opinions, and using verbal language to negotiate with others.
Get full access to this article
View all access options for this article.
References
1.
Achenbach, T., & Edelbrock, C. (1981). Child behavior checklist. Burlington: University of Vermont Press.
2.
Achilles, J., Yates, R.R., & Freese, J.M. (1991). Perspectives from the field: Collaborative consultation in the speech and language program of Dallas Independent School DistrictLanguage, Speech, and Hearing Services in Schools, 22(3), 154-155.
3.
American Psychiatric Association (APA). (1987 ). Diagnostic and statistical manual of mental disorders (3rd ed., rev.). Washington, DC: Author.
4.
Audet, L.R., & Hummel, L.J. (1990). A framework for assessment and treatment of language disorders. Topics in Language Disorders, 10(4), 57-74.
5.
Baker, L., & Cantwell, D.P. ( 1987). Factors associated with the development of psychiatric illness in children with early speech-language problems. Journal of Autism and Developmental Disorders, 17, 499-510.
6.
Baltaxe, C.A.M., & Simmons, J.Q. (1988). Pragmatic deficits in emotionally disturbed children and adolescents. In R. Schiefelbusch & L. Lloyd (Eds.), Language perspectives (2nd ed., pp. 223-253). Austin, TX: PRO-ED.
7.
Bedrosian, J.L. (1985). An approach to developing conversational competence . In N. Ripich & F. M. Spinelli (Eds.), School discourse problems (pp. 231-258). San Diego: College-Hill Press.
8.
Blair, K-S. C., & Bos, C.S. (1999). Using functional assessment and children's preferences to improve the behavior of young children with behavioral disorders. Behavioral Disorders, 24(2), 151-166.
9.
Brinton, B., & Fujiki, M. (1993). Language, social skills, and socioemotional behavior . Language, Speech and Hearing Services in Schools, 24(4), 194-198.
10.
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, 191-200.
11.
Cantwell, D.P., & Mattison, R.E. (1979). The prevalence of psychiatric disorder in children with speech and language disorder. Journal of Applied Behavior Analysis, 16, 111-126.
12.
Dawson, L., Venn, M.L., & Gunter, P.L. (2000). The effects of teacher versus computer reading models. Behavioral Disorders, 25(2), 105-113.
13.
Delaney, E.M., & Kaiser, A.P. (2001). The effects of teaching blended communication and behavior support strategies. Behavioral Disorders, 26(2), 93-116.
14.
Donahue, M., Cole, D., & Hartas, D. (1994a). Psychiatric disorders with different types of communication disorders. Journal of Communication Disorders , 15, 113-126.
15.
Donahue, M., Cole, D., & Hartas, D. (1994b). Links between language and emotional/behavioral disorders. Education and Treatment of Children, 17, 244-254.
16.
Donahue, M., Cole, D., & Hartas, D. (1999). Research on interactions among oral language and emotional/behavioral disorders. In D. Rogers-Adkinson & P. Griffith (Eds.), Communication disorders and children with psychiatric and behavioral disorders (pp. 69-97). San Diego: Singular.
Dykeman, B. (2000). Cognitive behavior treatment of expressed anger in adolescents with conduct disorders. Education, 121 (2), 298-301.
19.
Evans, D. (1987). Discourse characteristics of reticent children . Applied Psycholinguistics, 8, 739-749.
20.
Evans, D. ( 1989, July). Verbal interactions with reticent children . Paper presented at the symposium "The Significance of the Input and Interaction of Learning Language under Exceptional Circumstances," biennial meeting of the International Society for the Study of Behavioral Development, Jyvaskyla, Finland.
21.
Evans, M., & Ellis, P. (1992, May). Requisite strategies of reticent and verbal children at play. Paper presented at the biennial University of Waterloo Conference of Child Development, Waterloo, Canada.
22.
Farber, J., Denenberg, M.E., Klyman, S., & Lachman, P. (1992). Language resource room level of service: An urban school district approach to integrative treatment. Language, Speech and Hearing Services in Schools, 23(4), 293-299.
23.
Ferguson, M.L. (1991). Collaborative/consultative service delivery: An introductionLanguage, Speech, and Hearing Services in Schools , 22(3), 147.
24.
Fey, M. (1986). Language intervention for young children. Newton, MA: Allyn & Bacon.
25.
Friend, M., & Cook, L. (1996). Interactions: Collaboration skills for school professionals (2nd ed.). White Plains, NY: Longman.
26.
Gallagher, T.M. (1999). Interrelationships among children's language, behavior, and emotional problems. Topics in Language Disorders , 19(2), 1-15.
27.
Gallagher, T.M. (1993). Language skill and the development of social competence in school-age children. Language, Speech, and Hearing Services in Schools, 24, 199-205.
28.
Giddan, J.J., Bade, K.M., Rickenberg, D., & Ryley, A.T. (1995). Teaching the language of feelings to students with severe emotional and behavioral handicaps. Language, Speech, and Hearing Services in Schools, 26(1), 3-10.
29.
Giddan, J., Milling, L., & Campbell, N. (1996). Unrecognized language and speech deficits in preadolescent psychiatric inpatients. American Journal of Orthopsychiatry , 66, 85-92.
30.
Griffith, P.L., Rogers-Adkinson, D.L., & Cusick, G.M. (1997). Language disorders in students with identified behavior handicaps: Comparing the TOLD, TOPL, and BES-2. Behavioral Disorders.
31.
Huck, S.W., & Kormier, W.H. (1996). Reading and statistics and research. New York: HarperCollins.
32.
Hummel, L.J., & Prizant, B.M. (1993). A socioemotional perspective for understanding social difficulties of school-age children with language disorders. Language, Speech, and Hearing Services in the Schools, 24(4), 216-224.
33.
Hyter, Y.D., & Self, T.L. (1998). Practical issues in communication therapy: Intervention for children with behavior and language disorders. In D. L. Rogers-Adkinson & P. L. Griffith (Eds.), Communication and psychiatric disorders in children: Theory and intervention (pp. 367-402). San Diego: Singular.
34.
Ishii-Jordon, S., & Maag, J., (1998). Therapeutic implications for children with emotional or behavioral disorders and concomitant language disorders. In D. L. Rogers-Adkinson & P. L. Griffith (Eds.), Communication disorders and children with psychiatric and behavioral disorders (pp. 343-366). San Diego: Singular.
35.
Johnston, S.S., & Reichle, J. (1993). Designing and implementing interventions to decrease challenging behavior. Language, Speech, and Hearing Services in Schools, 24(4), 225-235.
36.
MacWhinney, B. (1995). The CHILDES project: Tools for analyzing talk . Mahweh, NJ: Erlbaum.
37.
Marvin, C.A. (1987). Consultation services: Changing roles for SLPs . Journal of Childhood Communication Disorders, 11 (1), 1-16.
38.
Mattison, R., Cantwell, D., & Baker, L. (1980a). Dimensions of behavior in children with speech and language disorders. Journal of Abnormal Child Psychology , 8, 323-338.
39.
Mattison, R., Cantwell, D., & Baker, L. (1980b). Behavior problems in children with speech and language retardation. Child Psychiatry and Human Development , 10, 246-257.
McDonough, K.M. (1989). Analysis of the expressive language characteristics of emotionally handicapped students in social interactions. Behavior Disorders, 14(2), 127-139.
42.
Miller, L. (1989). Classroom-based language intervention. Language , Speech and Hearing Services in Schools, 20(2), 153-169.
43.
Miller, D. (1993, April). Teaching adolescents with behavioral/emotional disorders, adolescent offenders, and adolescents at risk: A literature-based approach. Paper presented at the 71st annual convention of the Council for Exceptional Children, San Antonio, TX (ERIC document no. 361-972).
44.
Morsink, C.V., & Lenk, L.L. (1992). The delivery of special education programs and services. Remedial and Special Education, 13(6), 33-43.
45.
Newcomer, P., & Hammill, D. (1988). Test of language development-Intermediate (2nd ed.). Austin, TX: PRO-ED.
46.
Nippold, M.A. (1994). Persuasive talk in social contexts: Development, assessment, and intervention. Topics in Language Disorders , 14(3), 1-12.
47.
Phelps-Teraski, D., & Phelps-Gunn, T. (1992). Test of pragmatic language . Austin, TX: PRO-ED.
48.
Prutting, C.A., & Kirchner, D.M. (1983). Applied pragmatics. In T. M. Gal-lager & C. A. Prutting (Eds.), Pragmatic assessment and intervention issues in language (pp. 29-64). San Diego: Singular.
49.
Rice, M. (1993). Don't talk to him; he's weird: A social consequences account of language and social interactions. In A. P. Kaiser & D. B. Gray (Eds.), Enhancing children's communication: Research foundation for intervention (pp. 139-158). Baltimore: Brookes .
50.
Rinaldi, C. (in press). Language competence and social behavior of students with emotional and behavior disorders.
51.
Rogers-Adkinson, D., & Griffith, P. (Eds.). (1999). Communication disorders and children with psychiatric and behavioral disorders. San Diego: Singular.
52.
Sanger, D., Creswell, J., Dworak, J., & Schultz, L. (2000). A cultural analysis of communication behaviors among juveniles in a correctional facility. Journal of Communication Disorders, 33, 31-57.
53.
Sanger, D., Maag, J.W., & Shapera, N.R. (1994). Language problems among students with emotional and behavioral disorders. Intervention in School and Clinic , 30, 103-108.
54.
Self, T. (1992, November). The verbal turn-taking behaviors of early education teachers and their studentsPoster session at the annual conference of the American Speech-Language-Hearing Association , San Antonio, TX.
55.
U. S. Department of Education. (1994). Sixteenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington DC: U.S. Government Printing Office.
56.
Walker, H.M., Schwarz, I.E., Nippold, M.A., Irvin, L.K., & Noell, J.W. (1994). Social skills in school-age children and youth: Issues and best practices in assessment and intervention. Topics in Language Disorders, 14(3),70-82.
57.
Warr-Leeper, G., Wright, N.A., & Mack, A. (1994). Language disabilities of antisocial boys in residential treatment. Behavioral Disorders, 19(3), 159-169.
58.
Wiig, E.W., & Secord, W. (1995). Test of language competence. San Antonio, TX: Psychological Corp.
59.
Westby, C.E. (1998). Assessment of pragmatic competence in children with psychiatric disorders. In D. L. Rogers-Adkinson & P. L. Griffith (Eds.), Communication and psychiatric disorders in children: Theory and intervention (pp. 177-258). San Diego: Singular.
