Technical Assistance Partnership for Child and Family Mental Health

APRIL2002

Why should a school system consider a language processing evaluation for a student with a possible emotional and behavioral disability?

It is estimated that over fifty percent of students with emotional and behavioral disorders also experience language-processing disorders; that is, they experience difficulty with the pragmatics of language. Pragmatics includes the knowledge of social rules, understanding the communicative needs of one's listener, and the ability to plan and organize one's communication.

The knowledge of social rules refers to knowing what to say, to whom, and when and how to say it. It also includes the ability to change one's language structure and meaning based on context or the audience (i.e. speaking with a peer versus speaking with a teacher or parent).

Understanding the needs of one's listener includes understanding social and emotional situations such as jokes, sarcasm, teasing, or social politeness.

The ability to plan and organize one's communication is an executive functioning skill. It includes the use of problem solving, planning, and self-regulation. A student needs communication planning and organizing skills to produce and understand extended periods of language, such as conversations or stories, which require planning what to say, organizing content, and monitoring what is said. Communication planning and organization skills also include the ability to interpret emotional expressions such as facial expressions or tone of voice.

Understanding the pragmatics of language and their impact on social behavior can help us to understand why many students have not shown improvement with traditional social skills interventions. They have difficulty with generalizing these skills, since it requires the ability to communicate verbally and nonverbally.

Thus research supports the need to examine the language processing skills of students who are being considered for evaluation for an emotional or behavioral disability. At a minimum, a language processing screening should be included in the evaluation. If the screening indicates potential problems or raises questions, then a complete language processing evaluation should be considered.

Once there is a better handle on the student's language needs, the planning team can prepare an individual plan, which includes language goals that are integrated into all aspects of his or her treatment. It may include the restructuring of the child's environment, such as the classroom or home, or the types of instructional models that will be utilized. It may also include some direct instruction by a language pathologist.

If you would like more information on language processing, here are some references:

Pragmatic deficits in emotionally disturbed children and adolescents by C. Baltaxe & J.Q. Simmons(1988). In R.L. Schiefelbusch & L.L.Lloyd(Eds.), Language perspectives, Austin: Pro-Ed.

Emotional understanding in maltreated children: Recognition of facial expressions and integration with other emotion cues by L.A. Camras, E. Sachs-Alter & S.C. Ribordy (1996). In Emotional development in atypical children, Austin: Pro-Ed.

Applied pragmatics by C.A. Prutting & D.M. Kirchner(1983). In T.M. Gallagher & C.A. Prutting(Eds), Pragmatic assessment and intervention issues in language, San Diego: Singular Publishing Group.

Communication Disorders and Children with Psychiatric and Behavioral Disorders by D.L. Rogers-Adkinson & P.L. Griffith (Eds)(1999). San Diego: Singular Publishing Group.

The American Speech-Language-Hearing Association at www.asha.org also provides resources and information about communication disorders.

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	APRIL2002 Why should a school system consider a language processing evaluation for a student with a possible emotional and behavioral disability? It is estimated that over fifty percent of students with emotional and behavioral disorders also experience language-processing disorders; that is, they experience difficulty with the pragmatics of language. Pragmatics includes the knowledge of social rules, understanding the communicative needs of one's listener, and the ability to plan and organize one's communication. The knowledge of social rules refers to knowing what to say, to whom, and when and how to say it. It also includes the ability to change one's language structure and meaning based on context or the audience (i.e. speaking with a peer versus speaking with a teacher or parent). Understanding the needs of one's listener includes understanding social and emotional situations such as jokes, sarcasm, teasing, or social politeness. The ability to plan and organize one's communication is an executive functioning skill. It includes the use of problem solving, planning, and self-regulation. A student needs communication planning and organizing skills to produce and understand extended periods of language, such as conversations or stories, which require planning what to say, organizing content, and monitoring what is said. Communication planning and organization skills also include the ability to interpret emotional expressions such as facial expressions or tone of voice. Understanding the pragmatics of language and their impact on social behavior can help us to understand why many students have not shown improvement with traditional social skills interventions. They have difficulty with generalizing these skills, since it requires the ability to communicate verbally and nonverbally. Thus research supports the need to examine the language processing skills of students who are being considered for evaluation for an emotional or behavioral disability. At a minimum, a language processing screening should be included in the evaluation. If the screening indicates potential problems or raises questions, then a complete language processing evaluation should be considered. Once there is a better handle on the student's language needs, the planning team can prepare an individual plan, which includes language goals that are integrated into all aspects of his or her treatment. It may include the restructuring of the child's environment, such as the classroom or home, or the types of instructional models that will be utilized. It may also include some direct instruction by a language pathologist. If you would like more information on language processing, here are some references: Pragmatic deficits in emotionally disturbed children and adolescents by C. Baltaxe & J.Q. Simmons(1988). In R.L. Schiefelbusch & L.L.Lloyd(Eds.), Language perspectives, Austin: Pro-Ed. Emotional understanding in maltreated children: Recognition of facial expressions and integration with other emotion cues by L.A. Camras, E. Sachs-Alter & S.C. Ribordy (1996). In Emotional development in atypical children, Austin: Pro-Ed. Applied pragmatics by C.A. Prutting & D.M. Kirchner(1983). In T.M. Gallagher & C.A. Prutting(Eds), Pragmatic assessment and intervention issues in language, San Diego: Singular Publishing Group. Communication Disorders and Children with Psychiatric and Behavioral Disorders by D.L. Rogers-Adkinson & P.L. Griffith (Eds)(1999). San Diego: Singular Publishing Group. The American Speech-Language-Hearing Association at www.asha.org also provides resources and information about communication disorders.

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