Patterns of language impairment and behaviour in boys excluded from school

Ripley, Kate; Yuill, Nicola

doi:10.1348/000709905x27696

Cited by 78 publications

(74 citation statements)

References 33 publications

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“…There is strong evidence for a relationship between language ability and social, emotional and behavioral functioning (SEBF) with an increased prevalence of social, emotional and behavioral difficulties (SEBD) reported in children with language impairments (Beitchman et al, 1996;Durkin & Conti-Ramsden, 2010;Fujiki, Brinton & Clarke, 2002) and an increased prevalence of language difficulties found in children identified as having social, emotional and behavioral difficulties (Clegg, Stackhouse, Finch, Murphy & Nicholls, 2009; Cohen, Davine, Horodezky, Lipsett & Isaacson, 1993;Ripley & Yuill, 2005). Most of this research is on children who have been clinically referred, either with language difficulties or with SEBD and are therefore at the more severe end of either continuum.…”

Section: Social and Emotional Functioning In Adolescencementioning

confidence: 99%

“…Conversely, children with early psychiatric problems and SEBD are often found to have previously undetected language and communication difficulties (Benner, Nelson & Epstein, 2002; Clegg et al, 2009; Cohen et al, 1993; Cohen, Barwick, Horodezkey & Isaacson, 1996; Cohen; Barwick, Horodezky, Valance & Im, 1998; Mackie & Law, 2010;Ripley & Yuill, 2005).…”

Section: Social and Emotional Functioning In Adolescencementioning

confidence: 99%

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Social, Emotional, and Behavioral Functioning of Secondary School Students With Low Academic and Language Performance: Perspectives From Students, Teachers, and Parents

Joffe

Black

2012

LSHSS

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This is the unspecified version of the paper.This version of the publication may differ from the final published version. Permanent repository link: E-mail: v.joffe@city.ac.ukThis is an author-produced manuscript that has been peer reviewed and accepted for publication in Language, Speech, and Hearing Services in Schools (LSHSS). As the "Papers in Press" version of the manuscript, it has not yet undergone copyediting, proofreading, or other quality controls associated with final published articles. As the publisher and copyright holder, the American Speech-Language-Hearing Association (ASHA) disclaims any liability resulting from use of inaccurate or misleading data or information contained herein. Further, the authors have disclosed that permission has been obtained for use of any copyrighted material and that, if applicable, conflicts of interest have been noted in the manuscript. SOCIAL AND EMOTIONAL FUNCTIONING IN ADOLESCENCE 2 AbstractPurpose: Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional and behavioral difficulties (SEBD). Most studies of social, emotional and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a non clinical group of 12-year old students with low language and educational performance from their own perspectives and those of their parents and teachers. Method:The Strengths and Difficulties Questionnaire was given to 352 mainstream secondary school students underperforming academically and with poor language performance. Two hundred and twenty five of their parents and 230 of their teachers also completed the questionnaire.Results: Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents and teachers.Significant differences were found across respondents with students identifying more overall difficulties than parents or teachers.Conclusions: Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.Key Words: social, emotional and behavioral difficulties, adolescence, poor language performance, poor educational attainment, student, parent and teacher perspectives. SOCIAL AND EMOTIONAL FUNCTIONING IN ADOLESCENCE 3There is strong evidence for a relationship between language ability and social, emotional and behavioral functioning (SEBF) with an increased prevalence of social, emotional and behavioral difficulties (SEBD) reported in children with language impairments (Beitchman et al., 1996;Durkin & Conti-Ramsden, 2010;Fujiki, Brinton & Clarke, 2002) and an increased prevalence of language difficulties found in children identified as having social, emotional and ...

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Section: Social and Emotional Functioning In Adolescencementioning

confidence: 99%

Section: Social and Emotional Functioning In Adolescencementioning

confidence: 99%

Social, Emotional, and Behavioral Functioning of Secondary School Students With Low Academic and Language Performance: Perspectives From Students, Teachers, and Parents

Joffe

Black

2012

LSHSS

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“…Children with restricted language capacities have fewer possibilities to talk about emotions with knowledgeable others or to gain additional experience through reading. There is ample evidence for this connection: children with speech and language impairments have more emotional problems (Botting & ContiRamsden, 2000;Burgess & Bransby, 1990), especially if they experience expressive language problems (Ripley & Yuill, 2005). Since all but one of the children in the present study were raised in a hearing family environment, it is almost certainly the case that their communication possibilities were constrained, especially in the early stages of their development.…”

Section: Discussionmentioning

confidence: 73%

Anger communication in deaf children

Rieffe

Terwogt

2006

Cognition & Emotion

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In this study, we investigated how deaf children express their anger towards peers and with what intentions. Eleven-year-old deaf children (n 0/21) and a hearing control group (n0/36) were offered four vignettes describing anger-evoking conflict situations with peers. Children were asked how they would respond, how the responsible peer would react, and what would happen to their relationship. Deaf children employed the communicative function of anger expression differently from hearing children. Whereas hearing children used anger expression to reflect on the anguish that another child caused them, deaf children used it rather bluntly and explained less. Moreover, deaf children expected less empathic responses from the peer causing them harm. Both groups did, however, expect equally often that the relationship with the peer would stay intact. These findings are discussed in the light of deaf children's impaired emotion socialization secondary to their limited communication skills.

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“…Communication difficulties in young people with behaviour difficulties often go unrecognised (Gilmour et al 2004;Ripley and Yuill 2005) and so an understanding of communication difficulties, how to identify and support them is crucial. Core workers were given a guidebook and resource pack that included the 12-week delivery model plan and scheme of work, a chart of the programme staffing structure and an example of the group and 1:1 session 'planning & evaluation' template.…”

Section: Summing Upmentioning

confidence: 99%

London Education and Inclusion Project (LEIP): A cluster-randomised controlled trial protocol of an intervention to reduce antisocial behaviour and improve educational/occupational attainment for pupils at risk of school exclusion

et al. 2014

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Background: In 2011/12 about 6% of pupils in England who were in the last two years of compulsory education (Years 10 and 11) experienced one or more fixed period school exclusions a for disciplinary reasons and there are roughly 300,000 fixed period exclusions every year in England and Wales (Department for Education, 2013a). Excluded pupils are at a greatly increased risk of failing GCSE examinations, not being in employment, education or training (NEET) at ages 16-24, and having criminal convictions as adolescents or young adults. To date, little or no research has been conducted on programmes designed to improve outcomes for those at risk for fixed period exclusions. Similarly, there is very little research on the effects of school disciplinary procedures, such as fixed period exclusions, on outcomes for young people.

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Patterns of language impairment and behaviour in boys excluded from school

Abstract: Many of the excluded boys had previously unidentified language problems, supporting the need for early recognition and assessment of language in boys with behaviour problems. Expressive problems in particular may be a risk factor.

Cited by 78 publications

References 33 publications

Social, Emotional, and Behavioral Functioning of Secondary School Students With Low Academic and Language Performance: Perspectives From Students, Teachers, and Parents

Social, Emotional, and Behavioral Functioning of Secondary School Students With Low Academic and Language Performance: Perspectives From Students, Teachers, and Parents

Anger communication in deaf children

London Education and Inclusion Project (LEIP): A cluster-randomised controlled trial protocol of an intervention to reduce antisocial behaviour and improve educational/occupational attainment for pupils at risk of school exclusion

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