FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W828264080> ?p ?o ?g. }

• W828264080 endingPage "34" @default.
• W828264080 startingPage "32" @default.
• W828264080 abstract "You have accessThe ASHA LeaderFeature1 Aug 2011Serving Children With Emotional-Behavioral and Language Disorders: A Collaborative Approach Jennifer ArmstrongPhD, CCC-SLP Jennifer Armstrong Google Scholar More articles by this author , PhD, CCC-SLP https://doi.org/10.1044/leader.FTR6.16102011.32 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In http://www.asha.org/Publications/leader/2011/110830/Serving-Children-With-Emotional-Behavioral-and-Language-Disorders--A-Collaborative-Approach.htm Getting 8-year-old Roberto’s attention and keeping it is a perennial challenge, in class and at home. The fact that he’s usually angry and aggressive doesn’t help, either. Roberto started demonstrating aggression, unresponsiveness to direction, and difficulty maintaining attention to tasks around age 4, according to his mother. Today, he doesn’t get along with peers. He disrupts classroom activities, doesn’t care about or follow rules, has difficulty working in groups, and blames others for his negative behaviors. He cannot apply social rules related to others’ personal space and belongings, and demonstrates poor conflict-resolution and problem-solving skills. Roberto also exhibits learning difficulties, limited communication skills, and poor self-esteem. Roberto lives in a neighborhood plagued by gang violence. Both parents receive disability payments (his father for bipolar disorder); the family is transient and has trouble making ends meet. Roberto’s parents, however, want to do what is best for their son. Realizing that his behaviors are atypical and that he was showing no signs of improvement, they asked about an evaluation. After physical, psychological, educational, and speech and hearing testing, Roberto was diagnosed with attention deficit disorder, emotional/behavioral disorder, and speech and language disorder. Children and youths like Roberto, who have been identified with emotional/behavioral disorder (EBD), face myriad challenges that affect development of academic and communication skills. Students with this disorder—characterized by an array of emotional, behavioral, and social disabilities; poor communication and language skills; and low academic achievement—present a complex issue for academic professionals and related personnel. In fact, learning how best to address these issues in growing numbers of children and youth has become a national concern (Chesapeake Institute, 1994). The National Association of School Psychologists (2005) indicates that children with EBD are under-identified within the educational system, and only a small number receive the mental health services they need. What we do know, however, is that almost 450,000 children and youth suffer from emotional disorders, according to the U.S. Department of Education (2002). Among these children, co-occurrence of emotional and behavioral disorders is common, as are attention-deficit hyperactivity disorder, anxiety disorders, and mood and language disorders that may intensify behavior problems and affect academic performance. According to Hyter, Rogers-Adkinson, Self, Simmons, and Jantz (2001), EBD and language research indicate 50% to 80% of children with language disorders may have co-occurring emotional/behavioral disorders, and findings of school-based population studies indicate that as many as 88% of children identified with EBD had not been evaluated for speech-language problems. Several studies have identified receptive and expressive delays/disorders for these children; primary area of difficulty, however, is in pragmatics with specific concerns for poor social functioning (Elksnin & Elksnin, 1998; Hill & Coufal, 2005; Hummel & Prizant, 1993; Hyter et al., 2001; Nelson, Benner, & Cheney, 2005). Left unidentified and untreated, problematic patterns of social behavior characterized by poor nonverbal and verbal communication skills may become ingrained, increasing the risk for substance abuse and negative encounters with the juvenile justice and prison systems (Center for Effective Collaboration and Practice, Office of Special Education Programs, 1994; Hummel & Prizant, 1993). Although literature discussing the relationship between communication disorders and delinquency, violence, and incarceration is limited, a significant number of individuals with speech, language, and hearing impairments in juvenile detention and state prison populations may not be receiving appropriate speech and language services (ASHA, 2004). Factors such as belonging to a racial/ethnic minority group, genetic predisposition, and living in poverty place children at greater risk for poor health, education, and social outcomes and an increased likelihood of having a mental health disorder than children without those factors (Centre for Social Justice, 2011). A psychologist or behavior specialist, as part of a multidisciplinary team, is most likely to be able to provide an appropriate diagnosis. Social Skills Development Although a clear solution to this multifaceted dilemma has yet to be identified, the academic setting (public, private, therapeutic, and residential) plays a role in fostering the emotional development and adjustment of youngsters identified with or at risk for developing EBD. Interventions such as social skills groups provide students the tools to exercise strategies for positive conflict resolution and problem-solving. Students are better able to identify their emotions and articulate feelings as they occur, a skill that reduces anxiety and unwarranted aggression (Hummel & Prizant, 1993). Participating in a social skills group provides students tools for communicative success and the time to use these tools in real-life situations. Students learn to equate this time with caring and begin to reciprocate in other contexts such as home life (Elksnin & Elksnin, 1998; Hummel & Prizant, 1993). Collaboration The role of speech-language pathologists in the management of students with EBD is of particular importance because the students often have speech and language disorders that may go untreated. Conversely, a number of children with language disorders also exhibit characteristics of EBD that may be unaddressed. Wagner, Kutash, Duchnowski, Epstein, and Sumi (2005) suggest that school programs must be strengthened by identifying the needs for diverse groups of individuals, adopting programs that provide the least restrictive environment for learning, and creating opportunities for collaboration within the school community. Collaborative learning environments have the potential to respond to the needs of all students by teaching academic, language, and social skills while building on student strengths and interests. In identifying roles and responsibilities for the school-based SLP, ASHA also supports the recommendation for collaboration, specifically between teachers, parents, and other professionals during the pre-referral and intervention phases of service delivery (ASHA, 1991). Elksnin and Elksnin (1998) offer multiple strategies for emphasis in parent and teacher training: identify potential times throughout the day when skills developed in social skill groups can be taught; show parents and teachers how to prompt students to use skills and praise them when they do; and teach parents and teachers to reinforce use of target skills. The overall goal is to help students generalize goals across settings and situations. Collaboration between an SLP and a licensed clinical social worker (LCSW) or school counselor through the development and facilitation of a social skills group helps address behavior and communication concerns and represents a model of successful intervention for children with EBD and language disorder (LD). Collaborative learning environments respond to the needs of all students, but they particularly benefit those with deficits in receptive and expressive language skills, pragmatic skills, and behavior concerns, because collaboration can provide greater opportunity to practice target behaviors and develop knowledge, skill, and attitudes essential for educational, social, and workplace achievement (Center for Effective Collaboration and Practice, 1994; Elksnin & Elksnin, 1998). The development of related goals and ways to address them among disciplines is integral to facilitating increased communication for the child and promoting better communication among professionals. A marriage of skill sets of the SLP and an LCSW, in particular, is an example of collaboration specifically designed to meet the multifaceted needs of this population. SLPs have knowledge of the language skills necessary for academic success during adolescence for disordered and typically developing children, particularly as they pertain to semantic and pragmatic skills. With their specialized training, LCSWs can help individuals cope with high levels of anxiety and frustration. Both professionals offer expertise in the use of varied strategies and appropriate standards for planning and facilitating intervention with children who have difficulty expressing wants, feelings and needs, and in communication with family members, teachers, and peers. Social skills groups for children with EBD, co-facilitated by an SLP and LCSW, offer a number of benefits to participating students. Cross-Disciplinary Goals Children with EBD may have fewer opportunities to interact with other children, due to frequent alienating and antisocial behaviors (Centre for Social Justice, 2011; Hill & Coufal, 2005; Hummel & Prizant, 1993; Hyter et al., 2001), and—like children with LD—fewer communicative tools to participate appropriately in interactions with peers and adults (Hyter et al., 2001). Therefore, it is essential to establish speech-language and social-emotional/behavioral goals that emphasize communication of feelings, intent, and needs. Establishing relevant goals across disciplines will help students communicate their feelings, interpret the feelings of others, exercise self-control, and deal with unwanted stressors. Specific examples of goals include: Recognize and use feeling words to describe personal feelings. Recognize and label feelings of others by making an inference about a person’s nonverbal cues. Control and appropriately express anger with peers and adults through the use of positive affirmations, self-calming activity, discussion. Practice good sportsmanship. Say positive things to self and others. Consider the perspective of another person. Ask permission before using others’ belongings. Admit to and accept consequences for mistakes. Make amends when appropriate. Use strategies to avoid conflict such as walking away, expressing anger with nonaggressive words, telling an authority figure about the difficulty. Autonomy and Independence Although these goals can be the focus of individual treatment, a group setting gives the student greater opportunities to use strategies that reduce conflict and improve overall communication skills. In the context of a social skills group constructed by the SLP and the LCSW, students can develop tools for successful participation in the routines of school, work, and community in a familiar environment. Students with EBD and LD have difficulty developing skills of autonomy necessary to be successful in interpersonal arenas, but the group rules for interaction and related consequences can encourage self- and mutual regulation of behaviors and increase use of designated language skills. The rules often are simplified versions of classroom and individual treatment rules: take turns, follow directions, be respectful, don’t yell, and don’t leave the room without permission. Consequences may be carried out gradually (Level 1, peer warning; Level 2, SLP or LCSW warning; Level 3, removal from group), providing students an opportunity to use strategies for positive redirection. Develop and Practice Skills Once rules and consequences are established, students put them into practice through the introduction of new and familiar activities within the context of socially recognized themes, such as finding a job and managing household responsibilities. Examples of activities for each theme may include: Job-finding: identify interests, research wages/salaries, discuss job-related responsibilities, and participate in mock interview. Home maintenance: shop for groceries, budget, launder clothes, and perform other chores (wash dishes, set table, sweep floor). Throughout each of the activities, students receive guidance in the appropriate use of language and in behavioral goals. The SLP and the LCSW promote the use of communication and problem-solving to reduce conflict and potentially aggressive behavior. Outcomes Students participating in behavior- and communication-enhancing activities such as those provided in a social skills group have a greater opportunity to participate in peer-to-peer interactions, use appropriate words to express feelings and emotions (Hummel & Prizant, 1993), and solve problems (Elksnin & Elksnin, 1998). Applying effective strategies to improve deficits in behavior and language in multiple environments may also increase student independence, self-regulation, and use of strategies to handle disappointment, frustration, and anger. In addition, providing experiences that include career, vocational, and transitional planning is imperative for improving future outcomes (National Association of School Psychologists, 2005). Addressing the EBD population is crucial in the face of growing expulsion and dropout rates and poor life outcomes for older children, especially boys. These students are also at risk for substance abuse and involvement with the criminal justice system (Center for Social Justice, 2011; Chesapeake Institute for the U.S. Department of Education, 1994). By implementing a collaborative social skills group model, SLPs and LCSWs can engage in focused and frequent exchanges about methods used to improve overall communication skills, share strategies to increase opportunities for social and academic success (in accordance with goals established in the Individualized Education Plan), step outside their typical roles in providing intervention, and establish working models of collaboration for other professionals to emulate. References American Speech-Language-Hearing Association (1991). A model for collaborative service delivery for students with language-learning disorders in the public schools. [Relevant paper]. Retrieved June 1, 2011, from www.asha.org/policy/RP1991-00123/. Google Scholar American Speech-Language-Hearing Association (2004). Special populations: Prison Populations—2004 Edition. Rockville, MD. Google Scholar Center for Effective Collaboration and Practice (1994). National agenda for achieving better results for children and youth with serious emotional disturbance. Retrieved March 3, 2011, from http://cecp.air.org/resources/ntlagend.asp. Google Scholar Centre for Social Justice (2011, February). Mental health: Poverty, ethnicity, and family breakdown.Interim Policy Briefing. Artillery Row, London: The Centre for Social Justice. Google Scholar Chesapeake Institute (1994, September). National agenda for achieving better results for children and youth with serious emotional disturbance. Washington, DC: Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. Google Scholar Elksnin L. K., & Elksnin N. (1998). Teaching social skills to students with learning and behavior problems.Intervention in School and Clinic, 33(3), 131–140. Google Scholar Hill J. W., & Coufal K. L. (2005). Emotional/behavioral disorders: A retrospective examination of social skills, linguistics, and student outcomes.Communication Disorders Quarterly, 27(1), 33–46. Google Scholar Hummel L. J., & Prizant B. M. (1993). Clinicial forum: Language skills in the school-age population—A socioemotional perspective for understanding social difficulties of school-age children with language disorders.Language, Speech, and Hearing Services in Schools, 24, 216–224. Google Scholar Hyter Y. D., Rogers-Adkinson D. L., Self T. L., Simmons B. F., & Jantz J. (2001). Pragmatic language intervention for children with language and emotional/behavioral disorders.Communication Disorders Quarterly, 23(1), 4–16. CrossrefGoogle Scholar National Association of School Psychologists (2005). Position statement on students with emotional and behavioral disorders. Available at http://naspsonline.org. Google Scholar Nelson J. R., Benner G. J., & Cheney D. (2005). An investigation of the language skills of students with emotional disturbance served in public school settings.Journal of Special Education, 39, 97–105. Google Scholar Sanger D., Maag J. W., & Shapera N. R. (1994). Language problems among students with emotional and behavioral disorders.Intervention in School and Clinic, 30(2), 103–108. Google Scholar U.S. Department of Education (2002). 24th annual report to congress on implementation of the Individuals with Disabilities Education Act. Washington, DC: Author. Google Scholar Wagner M., Kutash K., Duchnowski A. J., Epstein M. H., & Sumi C. (2005). The children and youth we serve: A national picture of the characteristics of students with emotional disturbances receiving special education.Journal of Emotional and Behavioral Disorders, 13(2), 79–96. Google Scholar Author Notes is an assistant professor at Governors State University (University Park, Ill.). Her interests include language and literacy development in early childhood, prevention of speech and language disorders, and language development in special populations. Contact her at [email protected]. Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetailsCited ByAmerican Journal of Speech-Language Pathology30:6 (2414-2429)4 Nov 2021Collaboration Between Child Play Therapy and Speech-Language Pathology: Case Reports of a Novel Language and Behavior InterventionDiane Frome Loeb, Eric S. Davis and Tara Lee Volume 16Issue 10August 2011 Get Permissions Add to your Mendeley library History Published in print: Aug 1, 2011 Metrics Downloaded 10,285 times Topicsasha-topicsleader_do_tagleader-topicsasha-article-typesCopyright & Permissions© 2011 American Speech-Language-Hearing AssociationLoading ..." @default.
• W828264080 created "2016-06-24" @default.
• W828264080 creator A5012329087 @default.
• W828264080 date "2011-08-01" @default.
• W828264080 modified "2023-10-03" @default.
• W828264080 title "Serving Children With Emotional-Behavioral and Language Disorders: A Collaborative Approach" @default.
• W828264080 cites W1969517273 @default.
• W828264080 cites W2016305700 @default.
• W828264080 cites W2086379865 @default.
• W828264080 cites W2098957415 @default.
• W828264080 cites W2124123864 @default.
• W828264080 cites W2147383734 @default.
• W828264080 cites W2165358216 @default.
• W828264080 doi "https://doi.org/10.1044/leader.ftr6.16102011.32" @default.
• W828264080 hasPublicationYear "2011" @default.
• W828264080 type Work @default.
• W828264080 sameAs 828264080 @default.
• W828264080 citedByCount "6" @default.
• W828264080 countsByYear W8282640802012 @default.
• W828264080 countsByYear W8282640802013 @default.
• W828264080 countsByYear W8282640802014 @default.
• W828264080 countsByYear W8282640802021 @default.
• W828264080 countsByYear W8282640802022 @default.
• W828264080 crossrefType "journal-article" @default.
• W828264080 hasAuthorship W828264080A5012329087 @default.
• W828264080 hasConcept C138496976 @default.
• W828264080 hasConcept C138885662 @default.
• W828264080 hasConcept C15744967 @default.
• W828264080 hasConcept C180747234 @default.
• W828264080 hasConcept C2778936819 @default.
• W828264080 hasConcept C41895202 @default.
• W828264080 hasConcept C506058694 @default.
• W828264080 hasConcept C554936623 @default.
• W828264080 hasConceptScore W828264080C138496976 @default.
• W828264080 hasConceptScore W828264080C138885662 @default.
• W828264080 hasConceptScore W828264080C15744967 @default.
• W828264080 hasConceptScore W828264080C180747234 @default.
• W828264080 hasConceptScore W828264080C2778936819 @default.
• W828264080 hasConceptScore W828264080C41895202 @default.
• W828264080 hasConceptScore W828264080C506058694 @default.
• W828264080 hasConceptScore W828264080C554936623 @default.
• W828264080 hasIssue "10" @default.
• W828264080 hasLocation W8282640801 @default.
• W828264080 hasOpenAccess W828264080 @default.
• W828264080 hasPrimaryLocation W8282640801 @default.
• W828264080 hasRelatedWork W1968116410 @default.
• W828264080 hasRelatedWork W2016713905 @default.
• W828264080 hasRelatedWork W2030000401 @default.
• W828264080 hasRelatedWork W2052460212 @default.
• W828264080 hasRelatedWork W2064484569 @default.
• W828264080 hasRelatedWork W2092756134 @default.
• W828264080 hasRelatedWork W2150658094 @default.
• W828264080 hasRelatedWork W2334446790 @default.
• W828264080 hasRelatedWork W2890081674 @default.
• W828264080 hasRelatedWork W4241181729 @default.
• W828264080 hasVolume "16" @default.
• W828264080 isParatext "false" @default.
• W828264080 isRetracted "false" @default.
• W828264080 magId "828264080" @default.
• W828264080 workType "article" @default.