Emotional and behavioural function in children with language problems- a longitudinal, population- based study

Helland, Wenche Andersen; Posserud, Maj‐Britt; Lundervold, Astri J.

doi:10.1080/08856257.2020.1857930

Cited by 8 publications

(11 citation statements)

References 53 publications

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“…Language is vital for interacting with others, for regulating and controlling one's own feelings and behaviors, and for academic function. Consequently, individuals with oral language impairment are prone to face challenges extending far beyond their language problems [2,3]. For productive and prosocial lives away from the corrections system, a basic pre-requisite is interpersonal competence.…”

Section: Introductionmentioning

confidence: 99%

Disorders of Language and Literacy in the Prison Population: A Scoping Review

2021

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Language and literacy skills are essential for education, school achievements, work and social conditions. Some studies indicate an elevated incidence of problems with language and literacy in the prison population, potentially contributing to increased risks of maladjustment and recidivism. In general, the bulk of research on language and literacy has been directed towards children and adolescents. This study aimed to map the extent of the literature on language and literacy disorders in the adult prison population over the past 20 years, and what it reveals about the prevalence and nature of these disorders in prisoners. In total, 18 studies were identified. Of these, the majority (15) investigated literacy. The three studies investigating language all reported an elevated prevalence in the population. The literacy studies were altogether less clear, due to differences in theoretical approach and methods. In terms of the nature of the disorders, many studies assessed the behavioral level only. Results are discussed in terms of theoretical approaches, as well as recommendations for research, assessment, and intervention.

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Section: Introductionmentioning

confidence: 99%

Disorders of Language and Literacy in the Prison Population: A Scoping Review

2021

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“…Research into quality teaching therefore needs to determine the degree of instructional quality required by students from the general population, and whether that degree is different to the degree required by students with a disability, or indeed by different groups of students with disability. This study extends the literature on quality teaching by focusing on students who come to the school's attention for behavioral difficulties, however, it is welldocumented that these students often have underlying (and likely undiagnosed) language, literacy, attention and/or executive function difficulties (Ripley and Yuill, 2005;Helland et al, 2020). Given that students in this group tend not to receive additional support, and experience conflict with teachers and high rates of exclusionary discipline (Graham and Tancredi, 2020), it is critical-at a time when excellence in teaching is being sought, defined and measured by researchers, professional associations, employers and governments-to learn what these students believe makes an excellent teacher and whether they emphasize teachers' personality and temperament, the relational aspects of teaching, their ability to manage the classroom or their ability to help students to learn.…”

Section: Students' Perspectives Of Quality Teachingmentioning

confidence: 72%

What Makes an Excellent Teacher? Insights From Junior High School Students With a History of Disruptive Behavior

2022

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Evidence of the powerful relationship between what teachers do and how effectively their students learn has led to reforms aimed at improving the quality of teaching. Most jurisdictions are now paying increased attention both to the initial and ongoing education of teachers, as well as methods to assess, reward and improve quality teaching. Predominant among these methods are frameworks that define observable elements of pedagogical practice for which there is evidence of benefit for student learning, engagement, and behavior. However, we contend that even the best of these do not go far enough, as they do not explicitly consider students with disability, even those students with so-called “high-incidence” disabilities enrolled in everyday classrooms—such as those with Attention Deficit Hyperactivity Disorder and Developmental Language Disorder—whose classroom behavior often indicates that their learning needs are not being met. In this manuscript, we report findings from in-depth interviews with 50 Grade 7–10 students with a history of disruptive and disengaged behavior from three secondary schools serving disadvantaged communities. Responses to the question “what makes an excellent teacher” were coded into four categories. Three of the four categories (emotional support, classroom organization, and instructional support) reflect internationally accepted domains of quality teaching, while the fourth, teachers’ temperament and personality, was added to gauge accuracy of the common belief that this is the element students care most about. Analysis yielded novel results with the majority of students emphasizing instructional support practices that are not well represented in most measures of quality teaching. We argue that these practices represent an essential—but often absent—“top layer” of clarity and accessibility that is necessary for “quality teaching” to be inclusive teaching.

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“…Data showed that almost all countries report identical knowledge, skills, and personal attributes as those described in competency lists for special educators. Helland, Posserud, and Lundervold's (2020) longitudinal study, on the other hand, investigated associations between language problems (LP) and emotional and behavioral difficulties (EBD) in children with special needs. Analyses of clinically-based data showed that LP is more persistent in children with severe EBD, implying a need to emphasize the importance of providing mental health and language support to this group of children.…”

Section: Literature Reviewmentioning

confidence: 99%

Involvement, Experiences, and Challenges of Parents Having Children With Special Needs: Implications to Practice

Estojero

Reyes

Capuno

et al. 2022

EJSE

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This research determined the involvement, experiences, and challenges of parents having children with special needs. The narrative inquiry served as the study design, while the interview questionnaire served as the main instrument. Data obtained were transcribed, coded, and analyzed to determine the emerging themes and essence of the study. The results revealed that parents support their children's scholastic activities and allow them to socialize with their peers. Their experiences in raising children with special needs include imposing discipline, teaching them domestic chores, siblings' rivalry, and communication barriers. On the other hand, their challenges include handling situations when their children are experiencing tantrums, feeding, expenses in sending to school, providing instructional materials, discrimination, and bullying. Taking things holistically, it can be concluded that parents of children with special needs immensely involve themselves in all the academic undertakings of their children. They are able to manage the challenges of raising children with special needs and provide them well parental-related care. An implication for practice was designed in hope of helping the parents of children with special needs. Hence, it is recommended that the school adopt the implications for practice and recommendations for parents with special needs so that they can be given foundational knowledge in dealing with their children with special needs. Article visualizations:<img src="/-counters-/edu_01/0968/a.php" alt="Hit counter" />

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Emotional and behavioural function in children with language problems- a longitudinal, population- based study

Cited by 8 publications

References 53 publications

Disorders of Language and Literacy in the Prison Population: A Scoping Review

Disorders of Language and Literacy in the Prison Population: A Scoping Review

What Makes an Excellent Teacher? Insights From Junior High School Students With a History of Disruptive Behavior

Involvement, Experiences, and Challenges of Parents Having Children With Special Needs: Implications to Practice

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