Clinical interactions of verbal language, learning and behavior

Abstract

The author has worked extensively in the area of evaluation and treatment of children with language and learning disorders. She began her work as a Speech and Hearing Specialist in the Hawaiian Islands. Her studies there of the relationships of non-standard Hawaiian dialects to academic readiness led to a long-term concern with the developmental interactions of oral language failures with learning and academic performance. Dr. Beadle is currently the Director of the Stanford Speech and Language Clinic at the Stanford University School of Medicine and has recently completed a 5-year study of pre-school children with speech and language disorders. ABSTRACT Results of research and clinical investigation in speech and language development have identified the linguistic process as a primary determinant of human behavior. Disturbances in this process may lead to learning and academic failures, and may be either the cause or the result of various forms of behavioral disorders. Children with developmentalspeech and language disorders therefore present a complex set of problems. A thorough differential diagnostic evaluation requires the evaluation of pertinent physiological, environmental and emotional considerations, as well as measures of linguistic competence and performance. The recognition that a speech disturbance may affect a broad spectrum of behavior should lead to more effective programs of treatment and intervention.

Disruptive Mood Dysregulation Disorder (DMDD): An RDoC perspective

“…Baker and Cantwell (1987) proposed an explanation for this relationship, asserting that delays in language acquisition may underlie a child's emotional dysregulation as the child is increasingly pressured to conform to environmental demands that they are unable to fully understand, resulting in frustration and non-compliance. Consistent with this, delays in expressive (Beadle, 1979), as well as receptive (Beitchman, 1985) language have been associated with tantrums, emotional lability, and negativity in young children (Roben, Cole, & Armstrong, 2013). Studies of clinical populations have found similar associations between language and emotional dysregulation.…”

Social and behavioural difficulties in children with language impairment

“…It is often reported in clinical practice that children with specific language impairment (SLI) frequently experience behavioural difficulties of an emotional, social and anti-social nature as a secondary result of their primary language difficulties and this has also been highlighted in academic discussion (Beadle, 1979;Goldman, 1987). In addition, there have been a number of research-based studies showing the connection between these behavioural problems and language difficulties both in normal populations and in those with specific language impairment.…”

Patterns of language impairment and behaviour in boys excluded from school

“…Evidence from studies of preschool populations suggests that the type of behaviour problems experienced by children with receptive and expressive language problems may be different. Beadle (1979) found that preschool children with expressive language problems were at risk for poor attention, emotional liability, impulsivity, and high levels of arousal. Beitchman (1985) found similar behavioural characteristics for a group with expressive language problems but a different pattern for children with receptive problems.…”

“…The behaviour problems of children with identified SLI have been investigated in many studies (Aram, Ekelman, & National, 1984; Beadle, 1979; Beitchman, 1985; Knoll, 1999; Silva, Justin, McGee, & Williams, 1984; Tallal, Dukette, & Curtiss, 1989). In their study of children with SLI in Year 2, Botting and Conti‐Ramsden (2000) identified 40% of children as having antisocial or emotional problems in addition to their SLI.…”