Low language proficiency and problem behavior often co-occur, yet language deficits are likely to be overlooked in children with emotional and behavioral disorders (EBD). Random effects meta-analyses were conducted to determine prevalence and severity of the problem. Across 22 studies, participants included 1,171 children ages 5–13 with formally identified EBD and no history of developmental, neurological, or language disorders. Results indicated prevalence of below-average language performance was 81%, 95% CI [76, 84]. The mean comprehensive language score was 76.33 [71, 82], which was significantly below average. Implications include the need to (a) require language screening for all students with EBD, (b) clarify the relationship between language and behavior, and (c) develop interventions to ameliorate the effects of these dual deficits.

Language impairment often goes unidentified in students with behavioral disorders, perhaps in part because different forms of problem behavior deflect adult attention from more subtle language deficits. Therefore, attention to teachers' perception of students' language and behavioral performance is merited. The present study examines agreement between a norm-referenced adult rating scale of language proficiency and a standardized, comprehensive language assessment in a sample of 43 boys identified with emotional disturbance (ED). Results of this preliminary study showed low agreement between direct assessment and teacher ratings of language, and that measures of language varied relative to behavioral profiles.

Although global associations between language and behavioral development are well established, relations among components and subgroups within these disorders remain unclear. The primary aim of this study was to explore whether language components differed by behavioral subtypes: internalizing only, externalizing only, or both. To control for confounding factors identified in prior studies related to sampling and measurement, we conducted profile analyses of receptive, expressive, pragmatic, semantic, syntactic, or higher order language skills in 46 boys with emotional disturbance (ED) using one comprehensive language measure. On average, the internalizing-only group outperformed all other behavioral subgroups. Absence of interaction effects indicated similar patterns of performance, with all groups performing lowest in pragmatic language. We also report prevalence rates of language deficits in the sample and analyze results using two different grouping strategies. Discussion includes the importance of considering comorbidity and establishing independent behavioral subgroups in research, as well as implications for assessment and intervention in practice.

For all children and youth, language underpins success in academic, social, and behavioral interactions. For students with language deficits, even seemingly simple tasks can be challenging and frustrating. Perhaps not surprising, children with language deficits often exhibit high rates of problem behavior, and children with behavior disorders tend to have low language ability. Because language and behavior are fundamental to success in school, teachers need to understand the comorbidity of these challenges, recognize signs that a student may be struggling with language delays, and have strategies to support students who struggle with behavior and language. In the present article, we (a) introduce and address co-occurring language and behavioral deficits, (b) overview common types of language difficulties in school, and (c) provide classroom management and instructional strategies to support students with these dual deficits.

To advance research evaluating the relationship between social information processing (Crick & Dodge) and youth aggression, this meta‐analytic study examined associations between social goals and aggression in children in 21 separate research reports. Eligible studies provided descriptive or preintervention measurement of children's aggression and social goals, and were reported in English by March 1, 2010. Findings from two random‐effects meta‐analyses utilizing clustered data analysis techniques (i.e., effect sizes nested within samples) supported an expected (1) negative association between prosocial goals and aggression, and (2) positive association between antisocial goals and aggression. Little heterogeneity in these associations was observed across studies, and no moderating variables were revealed. The findings extend existing meta‐analytic research on social information processing and aggression to include social goals as meaningful correlates of youth aggression.