Communicative Functions of Problem Behavior for Students with High-Incidence Disabilities

Hollo, Alexandra; Chow, Jason C.

doi:10.1177/107429561502400304

Cited by 10 publications

(10 citation statements)

References 29 publications

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“…The overwhelming majority of socially appropriate interactions occur through language, and teachers’ instruction relies heavily on verbal language. If children and youth do not present adequate language skills, they may resort to exhibiting problem behaviors, rather than using language to communicate (Hollo & Chow, 2015). A transactional model (Sameroff, 2009) provides a conceptualization of how deficits in language skills, such as speaking and listening, may influence children’s behavior over time specific to the dyadic nature of teacher–child relationships.…”

Section: An Ecological-transactional Frameworkmentioning

confidence: 99%

Does oral language underpin the development of later behavior problems? A longitudinal meta-analysis.

Chow¹,

Ekholm²,

Coleman³

2018

School Psychology Quarterly

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This article corroborates the consistent findings of previous meta-analytic and longitudinal studies and further identifies areas, particularly around measurement, for future research. Furthermore, prospective longitudinal evaluations of the relations between language deficits and behavior problems with different types of measures (teacher-/parent-report, direct assessment, classroom observation) is warranted. (PsycINFO Database Record

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Section: An Ecological-transactional Frameworkmentioning

confidence: 99%

Does oral language underpin the development of later behavior problems? A longitudinal meta-analysis.

Chow¹,

Ekholm²,

Coleman³

2018

School Psychology Quarterly

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“…Conversely, when adults do not recognize how LI contributes to behavioral difficulties, communication failures may increase negative and coercive teacher-student interactions that create social conflict and impede instruction (Harrison et al, 1996;Hollo & Chow, 2015). Problem behavior has been characterized as a form of functional communication for individuals with limited communication skills: If a student cannot request or protest verbally, acting out will function to access reinforcers or escape aversive situations.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Profiles of Language and Behavior in Students With Emotional Disturbance

Hollo

Chow

Wehby

2018

Behavioral Disorders

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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.

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“…Disruptive behavior has long been understood to serve a communicative function (Hollo & Chow, 2015). That is, instead of using words to communicate wants and needs, students may simply act out to accomplish the same result.…”

Section: Co-occurring Language and Behavior Problemsmentioning

confidence: 99%

Supporting Students With Co-Occurring Language and Behavioral Deficits in the Classroom

Chow

Walters

Hollo

2020

TEACHING Exceptional Children

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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.

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Communicative Functions of Problem Behavior for Students with High-Incidence Disabilities

Cited by 10 publications

References 29 publications

Does oral language underpin the development of later behavior problems? A longitudinal meta-analysis.

Does oral language underpin the development of later behavior problems? A longitudinal meta-analysis.

Profiles of Language and Behavior in Students With Emotional Disturbance

Supporting Students With Co-Occurring Language and Behavioral Deficits in the Classroom

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