Language disorders in children and adolescents with serious emotional disturbance.

摘要

The main research question for this investigation was: What are the characteristics of SED students with language disorders and those without language disorders? Descriptive research methodology was used to identify the schools records of 305 students who had diagnoses of SED. The records were examined to determine demographic, emotional behavioral status, and the type of language assessment used to identify language deficits. Three hundred and five records of special education students ages 9 to 18 years with a diagnosis of SED were reviewed to examine the referral and assessment practices for language disorders within this group. The records of the SED students were divided into four groups according to eligibility for language disorders. The first group was referred for language disorders at the time of referral for SED, the second was referred for language disorders after being in the SED program for one year, the third was composed of SED students found ineligible for language disorders, and the fourth had received no assessment for language disorders. Over 56% of the 305 students with SED were assessed for language disorders. There were four times more males than females in the sample. The SED students who were assessed had language scores 2 or more SDs below the normal range in semantics, morphology, syntax, and pragmatics. Significant differences were found among the four groups in the behavioral areas of the Burks' Behavior Rating Scales. It was concluded that two areas of concern should be taken into consideration when assessments and referrals are made for children and adolescents with SED for language disorders. First, when a child has been referred for assessment for suspected SED, the evaluator must ensure that the battery includes instruments to evaluate language and emotional and/or behavioral competence. A thorough assessment of language competence could reveal significant implications for intervention. Finally, when professionals observe students who exhibit anti-social or oppositional behaviors, they should review the language demands of SED students in both social and academic settings.