Profiles of Language and Behavior in Students With Emotional Disturbance

Abstract

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.

Emotional Competence Mediates the Relationship between Communication Problems and Reactive Externalizing Problems in Children with and without Developmental Language Disorder: A Longitudinal Study

“…At the same time, we should be aware of the possible underlying linguistic vulnerabilities of children with externalizing problems. Because emotional competence may mediate the relations between communication problems and externalizing problems, there may be a group of children where the emotional and behavioral problems are recognized, but language problems go unnoticed [ 22 , 63 , 64 ]. A recent review study reported 80% comorbidity of language problems and psychopathology in children who received help for their problems.…”

“…A recent review study reported 80% comorbidity of language problems and psychopathology in children who received help for their problems. However, language problems were generally not tested and treated in these children [ 64 ]. Especially semantic and pragmatic problems are more difficult to recognize and might be misinterpreted as unwillingness or stubbornness, resulting in negative interaction patterns [ 63 ].…”

“…The children in our study were all diagnosed with DLD at an early age and had received special support to diminish the negative effects of DLD through speech and language therapy, special education, or school counsellors. This may have protected the development of more extreme levels of externalizing problems, as has been found in children with unrecognized language problems [ 22 , 63 , 64 ]. Therefore, the early identification and intervention in children with communication problems is warranted.…”

Speech-Language Pathologists’ Behavior Management Training and Reported Experiences With Challenging Behavior

“…Many teachers do not receive effective behavior management training (Flower, McKenna, & Haring, 2017; Moore et al, 2017; Oliver & Reschly, 2010), but the extent that SLPs are properly equipped to manage behavioral challenges is unclear. This is a particular point of concern, as 81% of children with behavior disorders have clinically meaningful and unidentified language deficits (Hollo, Wehby, & Oliver, 2014) and these deficits emerge across subdomains of language (Chow & Hollo, 2018; Hollo, Chow, & Wehby, 2018). Furthermore, children with language impairments demonstrate more problem behaviors concurrently (Curtis, Frey, Watson, Hampton, & Roberts, 2018), and are twice as likely to demonstrate behavior problems later on than their typically developing peers (Yew & O’Kearney, 2013).…”

“…Given this common co-occurrence, an explicit focus on behavior management for school-based SLPs is an important area of need and further investigation is warranted. This is of particular importance, given that children with language impairments are likely to exhibit higher rates of problem behaviors than their peers (Curtis et al, 2018), and children with behavior disorders are more likely to need language intervention (Benner, Nelson, & Epstein, 2002; Chow & Wehby, 2019; Hollo et al, 2018). To date, the behavior management training of SLPs and the experiences SLPs have with challenging behavior in schools is limited (Beck & Dennis, 1997; Elksnin & Capilouto, 1994; Giddan, 1991).…”