Pragmatic Language and the Child with Emotional/Behavioural Difficulties (EBD): A Pilot Study Exploring the Interaction between Behaviour and Communication Disability

Autor/inn/en	Mackie, Leila; Law, James
Titel	Pragmatic Language and the Child with Emotional/Behavioural Difficulties (EBD): A Pilot Study Exploring the Interaction between Behaviour and Communication Disability
Quelle	In: International Journal of Language & Communication Disorders, 45 (2010) 4, S.397-410 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.3109/13682820903105137
Schlagwörter	Communication Skills; Cognitive Ability; Pragmatics; Interaction; Communication Problems; Behavior Problems; Emotional Disturbances; Correlation; Nonverbal Communication; Children; Preadolescents; Comparative Analysis; Language Skills; Literacy; Parents; Teachers; Questionnaires; Decoding (Reading); Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Kommunikationsstil; Denkfähigkeit; Pragmalinguistik; Interaktion; Kommunikationsbarriere; Gefühlsstörung; Korrelation; Non-verbal communication; Nonverbale Kommunikation; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Eltern; Lehrer; Lehrerin; Lehrende; Fragebogen; Dekodierung; Ausland
Abstract	Introduction: The relationship between mental health, behaviour and language development is widely recognized in the literature. Recent advances in assessment tools allows one to consider the role of pragmatic language skills in this co-occurrence. Aims: This pilot study aimed to investigate (1) the level of association between pragmatic language difficulties and emotional/behavioural difficulties; and (2) what explanations there might there be for any such association. The roles of language, word decoding, and non-verbal cognitive ability and also socio-demographic factors are considered. Method & Procedures: Seventeen participants aged 7-11 years were identified from Educational Psychologist caseloads as having behaviour that is causing concern at school. Comparisons were made with 16 age- and sex-matched controls. Participants' language, literacy and non-verbal cognitive ability were assessed at school. Parents and teachers completed questionnaires investigating communication skills, behaviour and emotional wellbeing. Outcomes & Results: No significant difference was found between the groups for non-verbal cognitive ability. However, children in the referred group were significantly more likely to have structural language, word decoding and pragmatic language difficulties and mothers with no further education beyond school. Taking a broad view of language skills to include structural language, pragmatic language and word decoding, 94% (n = 15) of referred children had significant difficulties with at least one of these three factors. The only factor not found on its own was structural language difficulties, indicating that on their own they are perhaps not associated with emotional/behavioural difficulties. Conclusions & Implications: The results of this pilot study have implications for how we view language and behaviour difficulties in primary schools. Future larger-scale research should consider the role of parenting factors, pragmatic language skills and literacy ability in the high co-existence rate of emotional/behavioural difficulties and language/communication needs. (Contains 7 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10