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

Autor/inn/en	Chow, Jason C.; Walters, Sharon; Hollo, Alexandra
Titel	Supporting Students with Co-Occurring Language and Behavioral Deficits in the Classroom
Quelle	In: TEACHING Exceptional Children, 52 (2020) 4, S.222-230 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chow, Jason C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059919887760
Schlagwörter	Language Impairments; Behavior Problems; Student Behavior; Language Skills; Comorbidity; Student Needs; Classroom Techniques; Teaching Methods; Language Processing; Communication Strategies; Standards; Positive Reinforcement; Modeling (Psychology) + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Student behaviour; Schülerverhalten; Language skill; Sprachkompetenz; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverarbeitung; Kommunikationsstrategie; Standard; Modeling; Modelling; Modellierung
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, the authors (1) introduce and address co-occurring language and behavioral deficits; (2) overview common types of language difficulties in school; and (3) provide classroom management and instructional strategies to support students with these dual deficits. They conclude that teachers need to recognize signs of language difficulties and refer students for language assessments when appropriate. Teachers can support students with problem behavior and low language skills by maximizing structure and predictability, providing behavior-specific reinforcement and corrective feedback, and increasing students' opportunities to use complex forms of language. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01