Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: Perspectives from students, teachers, and parents

Language, Speech, and Hearing Services in Schools

Volumn 43, Issue 4, 2012, Pages 461-473

  Joffe, Victoria L ^a   Black, Emma ^a  

^a CITY UNIVERSITY   (United Kingdom)

Author keywords

Adolescence; Poor educational attainment; Poor language performance; SEBD

Indexed keywords

ADOLESCENT; ARTICLE; CHILD; CHILD PSYCHOLOGY; EDUCATIONAL STATUS; EMOTION; FEMALE; HUMAN; LANGUAGE DISABILITY; MALE; PARENT; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; QUESTIONNAIRE; SCHOOL; SELF CONCEPT; SOCIAL BEHAVIOR; STUDENT; UNITED KINGDOM; UNIVERSITY;

ADOLESCENT; ADOLESCENT PSYCHOLOGY; CHILD; CHILD, PRESCHOOL; EDUCATIONAL STATUS; EMOTIONS; FACULTY; FEMALE; GREAT BRITAIN; HUMANS; LANGUAGE DISORDERS; MALE; PARENTS; QUESTIONNAIRES; SCHOOLS; SELF CONCEPT; SOCIAL BEHAVIOR; STUDENTS;

EID: 84867529339     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461(2012/11-0088)     Document Type: Article

References (87)

1. Achenbach, T. M. (1991). Manual for the Child Behaviour Checklist/4-18. Burlington, VT: University of Vermont Press.
2. Baker, L., & Cantwell, D. P. (1987). A prospective follow-up of children with speech/language disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 26, 546-553.
3. Beitchman, J., & Brownlie, E. (2010). Language development and its impact on children's psychosocial and emotional development (rev. ed.). Encyclopedia of language and literacy development (pp. 1-9). London, ON: Canadian Language and Literacy Network. Retrieved from http://www.literacyencyclopedia.ca / pdfs/topic.php?topId=3.
4. Beitchman, J. H., Douglas, L., Wilson, B., Johnson, C., Atkinson, L., Escobar, M., & Taback, N. (1999). Adolescent substance use disorders: Findings from a follow up study of speech /language impaired and control children. Journal of Clinical Child Psychology, 28, 312-321.
5. Beitchman, J. H., Nair, R., Clegg, M., & Patel, P. G. (1986). Prevalence of speech and language disorders in 5-year-old kindergarten-children in the Ottawa-Carleton region. Journal of Speech and Hearing Disorders, 51(2), 98-110.
6. Beitchman, J., Wilson, B., Brownlie, E., Walters, H., Inglis, A., &Lancee, W. (1996). Long-term consistency in speech/ language profiles: II. Behavioral, emotional, and social outcomes. Journal of the American Academy of Child and Adolescent Psychiatry, 33, 1322-1330.
7. Beitchman, J. H., Wilson, B., Johnson, C. J., Atkinson, L., Young, A., Adlaf, E., Douglas, L. (2001). Fourteen-year follow-up of speech/language-impaired and control children: Psychiatric outcome. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 75-82.
8. Benner, G., Nelson, J., & Epstein, M. (2002). Language skills of children with EBD: A literature review. Journal of Emotional and Behavioral Disorders, 10, 43-56.
9. Bercow, J. (2008). The Bercow report: A review of services for children and young people (0-19) with speech, language and communication needs. Nottingham, UK: Department of Children Schools and Families. Retrieved from https://www.education. gov.uk /publications/eOrderingDownload / Bercow-Report.pdf.
10. Blakemore, S. J. (2008). The social brain in adolescence. Nature Review of Neuroscience, 9, 267-277.
11. Blakemore, S. J. (2011, June). The social brain in adolescence. Keynote address at the Lost for Words: Lost for Life Conference, City University, London UK.
12. Botting, N., & Conti-Ramsden, G. (2000). Social and behavioural difficulties in children with language impairment. Child Language Teaching and Therapy, 16(2), 105-120.
13. Botting, N., & Conti-Ramsden, G. (2008). The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI. British Journal of Developmental Psychology, 26, 281-300.
14. Botting, N., Simkin, Z., & Conti-Ramsden, G. (2006). Associated reading skills in children with a history of specific language impairment (SLI). Reading and Writing, 19, 77-98.
15. Brownlie, E. B., Beitchman, J. H., Escobar, M., Young, A., Atkinson, A., Johnson, C., Douglas, L. (2004). Early language impairment and young adult delinquent and aggressive behavior. Journal of Abnormal Child Psychology, 32(4), 453-467.
16. Carroll, K., &Dockrell, J. (2010). Leaving special school: Post-16 outcomes for young adults with specific language impairment. European Journal of Special Needs Education, 25(2), 131-147.
17. Catts, H. W., Bridges, M. S., Little, T. D., & Tomblin, J. B. (2008). Reading achievement growth in children with language impairments. Journal of Speech, Language, and Hearing Research, 51, 1569-1579.
18. Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142-1157.
19. Cirrin, F., & Gillam, R. (2008). Language intervention practices for school-age children with spoken language disorders: A systematic review. Language, Speech, and Hearing Services in Schools, 39, S110-S137.
20. Clegg, J., Hollis, C., Mawhood, L., & Rutter, M. (2005). Developmental language disorders-A follow-up in later adult life. Cognitive, language and psychosocial outcomes. Journal of Child Psychology and Psychiatry, 46(2), 128-149.
21. Clegg, J., Stackhouse, J., Finch, K., Murphy, C., & Nicholls, S. (2009). Language abilities of secondary age pupils at risk of school exclusion: A preliminary report. Child Language Teaching and Therapy, 25, 1, 123-140.
22. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Mahwah, NJ: Erlbaum.
23. Cohen, N. J., Barwick, M. A., Horodezkey, N., & Isaacson, L. (1996). Comorbidity of language and social-emotional disorders: Comparison of psychiatric outpatients and their siblings. Journal of Clinical Child Psychology, 25(2), 192-200.
24. Cohen, N. J., Barwick, M. A., Horodezky, N. B., Vallance, D. D., & Im, N. (1998). Language, achievement and cognitive processing in psychiatrically disturbed children with previously identified and unsuspected language impairments. Journal of Child Psychology and Psychiatry, 39, 865-877.
25. Cohen, N., Davine, M., Horodezky, N., Lipsett, L., &Isaacson, L. (1993). Unsuspected language impairment in psychiatrically disturbed children: Prevalence and language and behavioural characteristics. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 595-603.
26. Conti-Ramsden, G., & Botting, N. (2004). Social difficulties and victimization in children with SLI at 11 years of age. Journal of Speech, Language, and Hearing Research, 47, 145-161.
27. Conti-Ramsden, G., & Botting, N. (2008). Emotional health in adolescents with and without a history of specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 49(5), 516-525.
28. Conti-Ramsden, G., Durkin, K., Simkin, Z., & Knox, E. (2009). Specific language impairment and school outcomes I: Identifying and explaining variability at the end of compulsory education. International Journal of Language and Communication Disorders, 44, 15-35.
29. Csikszentmihalyi, M., Larson, R., & Prescott, S. (1977). The ecology of adolescent activity and experience. Journal of Youth and Adolescence, 6, 281-294.
30. Dahl, R. E. (2004). Adolescent brain development: A period of vulnerabilities and opportunities. Annals of the New York Academy of Sciences, 1021, 1-22.
31. Department for Education. (2011a). National statistics. First release special educational needs in England. London, England: Department for Education. Retrieved from http://www.education. gov.uk /rsgateway/DB/SFR/s001007/sfr14-2011v2.pdf.
32. Department for Education. (2011b). The school curriculum. Retrieved from http://www.education.gov.uk/schools/ teachingandlearning /curriculum.
33. Dockrell, J., & Lindsay, G. (2001). Children with specific speech and language difficulties-The teachers' perspective. Oxford Review of Education, 27(3), 369-392.
34. Dockrell, J. E., Lindsay, G., Letchford, B., & Mackie, C. (2006). Educational provision for children with specific speech and language difficulties: Perspectives of speech and language therapy service managers. International Journal of Language & Communication Disorders, 41(4), 423-440.
35. Dockrell, J., Lindsay, G., Palikara, O., & Cullen, M. A. (2007). Raising the achievements of children and young people with specific language and communication needs and other special educational needs through school, to work and college. Nottingham, UK: Department for Education and Skills.
36. Dunn, D. M., Dunn, L. M., Whetton, C., & Burley, L. (1997). British Picture Vocabulary Scale, Second Edition. Windsor, UK: NFER-Nelson.
37. Durkin, K., & Conti-Ramsden, G. (2007). Language, social behavior, and the quality of friendships in adolescents with and without a history of specific language impairment. Child Development, 78(5), 1441-1457.
38. Durkin, K., & Conti-Ramsden, G. (2010). Young people with specific language impairment: A review of social and emotional functioning in adolescence. Child Language Teaching and Therapy, 26(2), 105-121.
39. Fujiki, M., Brinton, B., & Clarke, D. (2002). Emotion regulation in children with specific language impairment. Language, Speech, and Hearing Services in Schools, 33, 102-111.
40. Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581-586.
41. Goodman, R. (1999). The extended version of the Strengths and Difficulties Questionnaire as a guide to child psychiatric caseness and consequent burden. Journal of Child Psychology and Psychiatry, 40, 791-801.
42. Goodman, R. (2005). Information for researchers and professionals about the Strengths & Difficulties Questionnaires. Retrieved from http://www.sdqinfo.org/.
43. Goodman, R., Ford, T., Simmons, H., Gatward, R., &Meltzer, H. (2000). Using the Strengths and Difficulties Questionnaire (SDQ) to screen for child psychiatric disorders in a community sample. British Journal of Psychiatry, 177, 534-539.
44. Goodman, R., Renfrew, D., & Mullick, M. (2000). Predicting type of psychiatric disorder from Strengths and Difficulties Questionnaire (SDQ) scores in child mental health clinics in London and Dhaka. European Child and Adolescent Psychiatry, 9, 129-134.
45. Hart, B., & Risley, T. R. (1995). Meaningful differences in everyday experiences of young American children. Baltimore, MD: Brookes.
46. Howlin, P., Mawhood, L., & Rutter, M. (2000). Autism and developmental receptive language disorder-A follow-up comparison in early adult life, II: Social behavioural and psychiatric outcomes. Journal of Child Psychology and Psychiatry, 41, 561-578.
47. Joffe, V. L., Beverly, A., & Scott, L. (2011). My speech and me. In K. Hilari & N. Botting (Eds.), Communication disability across the lifespan (pp. 123-143). London, UK: Press.
48. Joffe, V. L., & Hulme, C. (2012). Improving storytelling and vocabulary in secondary school students with language and communication difficulties: A randomized control intervention study. Manuscript in preparation.
49. Johnson, C. J., Beitchman, J. H., & Brownlie, E. B. (2010). Twenty-year follow-up of children with and without speechlanguage impairments: Family, educational, occupational, and quality of life outcomes. American Journal of Speech-Language Pathology, 19, 51-65.
50. Knox, E. (2002). Educational attainments of children with specific language impairment at year 6. Journal of Child Language Teaching and Therapy, 18(2), 103-124.
51. Knox, E., & Conti-Ramsden, G. (2003). Bullying risks of 11-year-old children with specific language impairment (SLI): Does school placement matter? International Journal of Language and Communication Disorders, 38, 1-12.
52. Law, J. (2011). Developmental language impairment. In K. Hilari & N. Botting (Eds.), Communication disability across the lifespan (pp. 9-24). London, UK: Press.
53. Law, L., McBean, K., & Rush, R. (2011). Communication skills in a population of primary school-aged children raised in an area of pronounced social disadvantage. International Journal of Language and Communication Disorders, 46(6), 657-664.
54. Lindsay, G., & Dockrell, J. (2000). The behaviour and selfesteem of children with specific speech and language difficulties. British Journal of Educational Psychology, 70(4), 583-601.
55. Lindsay, G., & Dockrell, J. (2002). Meeting the needs of children with speech language and communication needs: A critical perspective on inclusion and collaboration. Child Language Teaching and Therapy, 18(2), 91-101.
56. Lindsay, G., Dockrell, J., Letchford, B., & Mackie, C. (2002). Self esteem of children with specific speech and language difficulties. Child Language Teaching and Therapy, 18, 125-143.
57. Lindsay, G., Dockrell, J., & Palikara, O. (2010). Self-esteem of adolescents with specific language impairment as they move from compulsory education. International Journal of Language and Communication Disorders, 45(5), 561-571.
58. Lindsay, G., Dockrell, J., & Strand, S. (2007). Longitudinal patterns of behaviour problems in children with specific speech and language difficulties: Child and contextual factors. British Journal of Educational Psychology, 77(4), 811-828.
59. Locke, A., Ginsborg, J., & Peers, I. (2002). Development and disadvantage: Implications for the early years and beyond. International Journal of Language and Communication Disorders, 37(1), 3-15.
60. Mackie, L., & Law, J. (2010). Pragmatic language and the child with emotional / behavioural difficulties (EBD): A pilot study exploring the interaction between behaviour and communication disability. International Journal of Language and Communication Disorders, 45(4), 397-410.
61. Mawhood, L., Howlin, P., & Rutter, M. (2000). Autism and developmental receptive language disorder-A comparative followup in early adult life, 1: Cognitive and language outcomes. Journal of Child Psychology and Psychiatry, 41, 547-559.
62. Meltzer, H., Gatward, R., Goodman, R., & Ford, F. (2000). Mental health of children and adolescents in Great Britain. London, UK: The Stationery Office.
63. Moshman, D. (1999). Adolescent psychological development. Rationality, morality and identity. Mahwah, NJ: Erlbaum.
64. Myers, L., & Botting, N. (2008). Poor reading comprehension in the mainstream secondary classroom: Its relationship to oral language. Child Language Teaching and Therapy, 24(1), 95-114.
65. Nippold, M. (2004). Research on later language development: International perspectives. In R. A. Berman (Ed.), Language development across childhood and adolescence (pp. 1-8). Amsterdam, The Netherlands: John Benjamins.
66. Nippold, M. (2007). Later language development. School-age children, adolescents, and young adults. Austin, TX: Pro-Ed.
67. Nippold, M. (2010a). It's NOT too late to help adolescents succeed in school. Language, Speech, and Hearing Services in Schools, 41, 137-138.
68. Nippold, M. (2010b). Language sampling with adolescents. San Diego, CA: Plural.
69. Palikara, O., Lindsay, G., & Dockrell, J. (2009). Voices of young people with a history of specific speech and language difficulties in the first year of post-16 education. International Journal of Language and Communication Disorders, 44(1), 56-78.
70. Redmond, S. M., & Rice, M. L. (1998). The socioemotional behaviors of children with speech and language impairment: Social adaptation or social deviance? Journal of Speech, Language, and Hearing Research, 41, 668-700.
71. Ripley, K., & Yuill, N. (2005). Patterns of language impairment and behaviour in boys excluded from school. British Journal of Educational Psychology, 75, 37-50.
72. Rosenblum, L. A. (1990). A comparative primate perspective on adolescence. In J. Bancroft & J. M. Reinisch (Eds.), Adolescence and puberty (pp. 63-69). New York, NY: Oxford University Press.
73. Savage, R. (2005). Friendship and bullying patterns in children attending a language base in a mainstream school. Educational Psychology in Practice, 21, 23-36.
74. Sayal, K., & Taylor, E. (2005). Parent ratings of school behaviour in children at risk of attention deficit/hyperactivity disorder. ACTA Psychiatrica Scandinavia, 111, 460-465.
75. Secord, W., & Wiig, E. H. (1992). Test of Word Knowledge. San Antonio, TX: The Psychological Corporation.
76. Semel, E., Wiig, E. H., & Secord, W. (2004). The Clinical Evaluation of Language Fundamentals-Fourth Edition. San Antonio, TX: The Psychological Corporation.
77. Snow, P. C., & Powell, M. B. (2004). Developmental language disorders and adolescent risk: A public health advocacy role for speech pathologists? Advances in Speech-Language Pathology, 6(4), 221-229.
78. Snowling, M. J., Adams, J.W., Bishop, D. V. M., & Stothard, S. E. (2001). Educational attainments of school leavers with a preschool history of speech-language impairments. International Journal of Language and Communication Disorders, 36(2), 173-183.
79. Snowling, M. J., Bishop, D. V.M., Stothard, S. E., Chipchase, B., & Kaplan, C. (2006). Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment. Journal of Child Psychology and Psychiatry, 47(8), 759-765.
80. Spear, L. P. (2000). The adolescent brain and age-related behavioral manifestations. Neuroscience and Behavioral Reviews, 24, 417-463.
81. Spencer, S., Clegg, J., & Stackhouse, J. (2010). "I don't come out with big words like other people": Interviewing adolescents as part of communication profiling. Child Language Teaching and Therapy, 26(2), 144-162.
82. Stothard, S., Snowling, M., Bishop, D., Chipchase, B., & Kaplan, C. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research, 41, 407-418.
83. Tallal, P., Dukette, D., &Curtiss, S. (1989). Behavioral /emotional profiles of preschool children with language-impairments. Development and Psychopathology, 1, 51-67.
84. Tomblin, J. B., Records, N., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40(6), 1245-1269.
85. Wadman, R., Durkin, K., & Conti-Ramsden, G. (2008). Selfesteem, shyness and sociability in adolescents with specific language impairment (SLI). Journal of Speech, Language, and Hearing Research, 51, 938-952.
86. Wadman, R. K., Durkin, K., & Conti-Ramsden, G. (2011). Close relationships in adolescents with and without a history of specific language impairment. Language, Speech, and Hearing Services in Schools, 42, 41-51.
87. Wechsler, D. (1991). TheWechsler Intelligence Scale for Children-Third Edition. San Antonio, TX: The Psychological Corporation.