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

Abstract

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.

Bidirectional Associations Between Preschool Classroom Behavior and Language and Literacy Skills

“…Chow and Hollo (2018) and Bornstein et al (2013) describe several potential mechanisms that underlie language and behavior difficulties, such as language processing, working memory, attention or self-regulatory, and social skills that can be addressed through early intervention services as well as classroom-based instruction. Often, underlying language delays are subtle social-emotional needs that present themselves as behavior needs within early childhood classrooms (Chow et al, 2020).…”

“…Other structured preschool activities, such as interactive storybook readings, can also be designed to incorporate social-emotional skills (e.g., Little talks, Manz et al, 2017) and link language and literacy instruction with social skill modeling (Head Start REDI program, Nix et al, 2016). Chow and colleagues (2020) also discuss several evidence-based strategies that can be used throughout the day in preschool classrooms to support students with language and behavioral difficulties. This requires providing clarity and consistency to children, so that they understand and feel supported as they respond to the behavioral expectations established in the classroom.…”

“…Teachers can support children in meeting these expectations by providing specific feedback, redirection, and praise. In addition, Chow and colleagues (2020) suggest several language strategies that can be used consistently to help children communicate effectively; these include teachers modeling effective communication strategies and providing wait time to allow students to process information. Finally, consistent scaffolding of appropriate behavior and language use is critical to support all children, particularly those who exhibit both language deficits and behavioral difficulties.…”

Teacher–Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills

“…Importantly, it may be that children displaying behavioral needs within classroom contexts early in the year foundationally need to establish strong, emotionally supportive relationships with teachers first—interactions that are positive, warm, and sensitive to their needs before instructional demands are placed on developing language and literacy skills. As Chow and colleagues articulate, language and behavioral needs often co-occur (Chow et al, 2020; Chow & Wehby, 2018). In our study, it may be a promising finding that all children’s language and literacy skills benefited from high-quality classroom instructional and organization support, given their overall level of socioeconomic risk.…”

“…In fact, as suggested above, language and behavioral needs often co-occur (Chow et al, 2018) and may be bidirectionally related (Bichay-Awadalla et al, 2019). Teachers who recognize that children with behavioral needs may also have language delays, can incorporate sensitive, warm, and responsive interactions in the context of language and literacy instruction, to better support children with behavioral needs throughout daily activities (Chow et al, 2020); or intentionally scaffold children’s learning—both social-emotional as well as language, through supporting peer-mediated exchanges in small group pretend play or read alouds (Leong & Bodrova, 2012; Wasik & Jacobi-Vessel, 2017).…”