1. Language and Students with
Laura A. Getty,
2. What we know….
little research on students with E/BD and language
with E/BD appear to have communication difficulties such as…..
approach between teachers and SLP could help students with E/BD
3. What we want to know….
students with E/BD have tend to have communication problems?
so, what type of communication problems?
how, and where do we diagnose and treat those areas of concern?
with E/BD exhibit language problems
the purposes of communication
and maintaining topics
of information to be shared
much information is shared
what, where, when, why
Result of poor pragmatics….
7. What the research says…
Gallagher (1999) –aggressive children used less
verbal communication and more physical actions
Fujiki, Brinton, Morgan & Hart
(1999)-children with non-compliance tendencies may have receptive language
deficits that limit ability to comply
Ruhl, Hughes, and Camarata (1992)--reported
children misinterpret communication, become frustrated, and develop antisocial
--reported children with ED/LA have difficulty
with abstract language
language processing in children with ED
contributes to language delays
Benner, Nelson, and Epstein (2002) found …
71% of children with E/BD had significant
71% had pragmatic problems
64% had expressive difficulties
56% had receptive deficits
Benner, Nelson, and Epstein (2002) noted the
following of students with E/BD after a review of the literature
1. Students with language deficits (especially
comprehension problems) had a higher risk for antisocial behavior.
Children with E/BD tended to have high
comorbidity rates of antisocial behavior and language deficits.
2. Students with receptive language deficits
have higher rates of behavior problems than do children with expressive
Children with E/BD in public schools (9 out of
10) have higher rates of receptive and expressive language disorders
2 out of 3 children with E/BD in clinical
settings experienced language deficits
3. An estimate of concomitant language deficits
in children with E/BD is 10 times greater than the general population
..although we don’t know the strength of the
Children with language deficits may have
underlying cognitive processing delays (Torgeson, 1998)
of which precede language development
4. Language disorders appear to have a devastating
effect on interpersonal relationships.
Language performance tasks are based on five
All are affected by reciprocal interaction--find
breakdowns early-->prescribe interventions
Question of external validity
was limited information known about the participants in the study.
Most children in the studies received services
in speech clinics, psychiatric facilities, and residential treatment facilities
of Benner et al. review …
deficits may contribute to problematic interactions and academic failure
should be screened for language deficits
interventions and support programs for students with E/BD should address
to take a proactive/preventative approach
to be a relationship between children with E/BD and language difficulties
(prevalence rates = 20%-65%)
and Baker (1991) found comorbidity between language deficits and E/BD increased
Cantwell, Forness, Kavale, & Kaufmann (1998) found that comorbidity between language deficits and E/BD were
stable over time and across the years.
Not certain of the nature
Not certain of the extent
Scores on language tests
Language difficulties may be masked
Language difficulties unidentified
18. Where do we go from here?
whether students with E/BD have language deficits
language difficulties--formally and informally
findings with other professionals
Develop expressive language skills
Develop receptive skills
Questions or comments?