Search

The incidence of co-occurring language and behavior problems has been described and explored for more than 25 years. As many as 62% to 95% of students with emotional or behavioral disorders (E/BD) have undetected language impairments (LI). Without recognizing language and behavioral challenges, serious learning consequences may result. Solely focusing on behavior management techniques provides only partial support for students with these co-occurring problems. This article highlights how you can use three common behavior management techniques to facilitate language-based interventions with juvenile offenders; it provides correctional educators with ideas to integrate language and behavior. The article describes nine language-based literacy activities with online examples that enhance social interactions and academic performance. Suggestions provide ideas for enhancing vocabulary development, figurative language, narratives, inferencing, visual strategies, written language, test modification, paragraph organizers, and self-rating scales. Ideally, adolescent offenders need programs that include interdisciplinary team members to plan comprehensive services, but financial constraints limit these options. This article provides suggestions for correctional educators to address behavior and language intervention for adolescent offenders who are struggling to learn.

Background: Speech, language and communication needs (SLCN) are strongly overrepresented in young offender populations, and there is growing commitment internationally to ensuring access to speech-language therapy services for such young people. However there is currently no framework in which such interventions might be conceptualized, delivered and evaluated. This is significant given the role of language competence in the development of prosocial skills and also in the transition to literacy. Aims: To present Response to Intervention (RTI) as a framework in which SLCN of young offenders might be systematically addressed and evaluated within youth justice settings, led by speech-language therapists, in conjunction with other education and welfare team members. Methods & Procedures: Literature regarding prevalence rates of SLCN in young offenders is reviewed, together with the limited extant evidence on interventions for this group. The importance of applying evidence-based interventions is argued, and a framework for adapting RTI for SLCN in custodial settings is outlined. Main Contribution: A framework for adapting RTI to design, deliver and evaluate speech-language therapy interventions in youth custodial settings is presented. Conclusions: Speech-language therapy interventions for young offenders will be better addressed at policy, practice and research levels if a framework such as an RTI adaptation is employed. It is expected, however, that this model will evolve over time, as intervention evidence pertaining to the youth offender population emerges.

The purpose of this study was to survey the opinions of speech-language pathologists (SLPs) on response to intervention (RTI). Questionnaires were mailed to 2,000 randomly selected elementary and secondary SLPs throughout the United States. Mean results of 583 respondents (29.15%) indicated that SLPs agreed on 37 Likert-type items and responded with "neither agree nor disagree" on 10 other items. The majority of participants acknowledged the importance of their role in RTI and the value of screening, progress monitoring, assessment, and prevention of continued failure. Some were uncertain whether multidisciplinary team members were knowledgeable and trained to implement RTI. More than 80% of participants indicated challenges related to training, funding, additional personnel, administrative leadership, and planning time. SLPs acknowledged the importance of prevention, collaboration, and well-trained educators in serving struggling learners. However, challenges in implementation of the model will require careful consideration in advancing the discussions on RTI. (Contains 5 tables.)

Purpose: This paper highlights the forensic implications of language impairment in 2 key (and overlapping) groups of young people: identified victims of maltreatment (abuse and/or neglect) and young offenders. Method: Two lines of research pertaining to oral language competence and young people's interface with the law are considered: 1 regarding investigative interviewing with children as victims or witnesses in the context of serious allegations of sexual abuse, and the other pertaining to adolescent offenders as suspects, witnesses, or victims. The linguistic demands that forensic interviewing places on these young people are also considered. Literature concerning the impact of early maltreatment on early language acquisition is briefly reviewed, as is the role of theory of mind in relation to the requirements of investigative interviewing of children and adolescents. Implications: High-risk young people (i.e., those who are subject to child protection orders because of suspected or confirmed maltreatment, and those who are engaged with the youth justice system) face an elevated risk for suboptimal language development but may need to draw on their language skills in high-stakes forensic interviews. Implications for early intervention policy and practice are identified, and the need for greater speech-language pathology advocacy and engagement in forensic interviewing research is emphasized.

Mixed methods were used to explore the reactions of educators before and after implementing the Response to Intervention (RTI) model in secondary settings during a school year. Eighteen participants from six middle schools and four high schools collaborated on interdisciplinary teams that involved classroom teachers, speech-language pathologists (SLPs), psychologists, and paraprofessionals. RTI instruction focused on language-based literacy curriculum involving language, reading fluency, reading comprehension, and written language activities. Five focus group interviews, two observations in each of the ten schools, and participants' reactions to open-ended questions were qualitatively analyzed. Participants reacted to open-ended questions similar to "What are your primary comments and/or concerns regarding RTI services for children and adolescents who struggle to learn?" Four themes emerged consisting of challenges and concerns, support for the model, implementation considerations, and experts in special education and communication disorders. (Contains 1 table.)

Older students who struggle with reading are more motivated to participate in instructional intervention if they are interested in the program. This mixed methods study examined opinions and reactions of 41 female juvenile delinquents on a 1-hour demonstration of the START-IN (STudents Are Responding To INtervention) reading program. Following a demonstration of the 16 reading tasks, participants ranging in age from 13 to 18 years responded to four multiple-choice and one open-ended item. Quantitative and qualitative findings revealed that one half or more of the participants reacted favorably to the level of difficulty, age appropriateness, importance of information, and future participants' willingness to participate on tasks. Three themes, including their opinions of the task and reading, their prediction of how future participants would respond to implementation, and information pertaining to metacognition, emerged from 308 comments to open-ended items. Intervention implications were also considered. (Contains 2 tables.)

Qualitative methods were used to conduct interviews of 41 female juvenile delinquents residing in a correctional facility to understand how participants would have improved learning in their former school if they had been the teachers. A total of 27 of 41 participants provided 70 comments that resulted in 93 meaning units/codes that emerged into 4 themes. The themes included: (a) suggestions for teacher improvement, (b) negative comments about teacher performance, (c) positive comments about teacher performance, and (d) self reflection on their behavior. Findings suggest it is important for correctional and school educators to listen to the voices of participants when addressing the needs of secondary students who struggle to learn, and if necessary, modify curriculum and instruction to allow for school experiences to be positive and potentially decrease the numbers of students needing to reside in correctional facilities. Participants' comments and reflections support consideration of Response to Intervention (RTI) and the role of language in classroom success. They also support the valuable contributions that professionals, such as speech-language pathologists (SLPs), provide as they collaborate with other correctional and school educators to plan prevention programs for older students. (Contains 1 table.)

A mixed methods study was conducted to examine female juvenile delinquents' opinions and reactions on nine language-based literacy activities. Forty-one participants ranging in age from 13 to 18 years responded to a survey consisting of nine multiple-choice items and one open-ended question concerning the usefulness of activities. Quantitative and qualitative findings revealed the majority of participants found the activities to be very useful. From 410 comments, five key themes emerged on positive opinions about usefulness, personal examples of use, negative opinions about usefulness, metacognitive and self regulation skills, and predictions of usefulness with future students. Examples of all activities that could be implemented through a Response to Intervention model are available on www.unl.edu/barkley/present/sanger/documents/ resources.shtml under the language-based literacy activities link. (Contains 1 table.)

This study compared the opinions of female juvenile delinquents and their teachers from one correctional facility on students' communication behaviors involving metacognitive and metalinguistic skills. The researchers used two parallel surveys that compared the opinions of 31 students and five teachers, on students' behaviors that addressed thinking, listening, speaking, reading, and writing. Descriptive statistics were computed on 35 multiple choice items and qualitative findings were analyzed from teachers' comments. Statistical differences were found between students and teachers' meta skills in reading and writing. Students rated their performance higher compared to teacher ratings on 26 of the 35 (74.3%) items. They rated themselves lower/worse than teachers on 9 of 35 items (25.7%). Qualitative findings from teachers' comments revealed concerns about students' thinking, listening, speaking and writing behaviors. (Contains 4 tables.)

Purpose: The purpose of this study was to survey the opinions of principals concerning the role of speech-language pathologists (SLPs) serving students with communication disorders who have been involved in violence. Method: A mixed methods design involving 678 questionnaires was mailed to elementary, middle, and high school principals in a Midwestern state. Descriptive statistics and qualitative analyses identifying themes from 1 open-ended question were conducted. Results: A total of 423 (62.1%) questionnaires were received. Findings indicated that principals were aware of the important role of SLPs on multidisciplinary teams and in planning prevention programs. They agreed that SLP services positively impact students' social adjustment, academic performance, and behavior. Mean responses indicated uncertainty on 12 Likert-type items pertaining to SLPs' training in serving students who have been involved in violence. From 84 participants, 164 ideas emerged in seven themes: (a) intervention/service delivery, (b) definition of violence/relationship of violence to speech and language services, (c) role of SLP, (d) training/education, (e) frequency of violence/safety, and (g) impact of home environment. Conclusion: Findings should be interpreted cautiously due to sample restrictions. Nevertheless, findings support that principals value SLPs' services. They also provide evidence for SLPs to continue to advocate for the services they perform, collaboration, and a range of service delivery models during intervention. (Contains 5 tables.)

This study explores findings of interviews from 26 adolescent female participants residing in a correctional facility and ranging in age from 15 to 18 years (M = 17.12). All had experienced maltreatment and difficulty learning in school. The purpose was to examine participants' use of emotional language through modeling communicative strategies and requesting responses from two open-ended questions about their positive and negative experiences in life. Participants expressed positive and negative emotional words modeled by researchers. Preliminary findings suggested educational and communicative relevance as leaders plan programs for girls. Implications suggested that caution be used to determine whether the maltreated students suffered from alexithymia. Suggestions were offered for educators in leadership positions serving as members on multidisciplinary teams.

The purposes of this study were to survey the views of female adolescents about: (a) their classroom teachers' language used during instruction, (b) their attitudes toward the language of classroom instruction, and (c) views about listening behaviors. A survey design was used with 31 participants ranging in age from 15 to 18 with a mean age of 17.12 years. Three questionnaires addressing classroom instruction and listening behaviors were read to each student. Two open-ended questions on learning in school were included in the study. Descriptive findings revealed the language load of the curriculum was too difficult and not sufficiently understood by one-third to more than one-half of the study participants. (Contains 4 tables.)

The purpose of this study was to survey the opinions of female juvenile delinquents residing in a correctional center about the role of teachers and schools in serving students involved in violence. The term violence referred to behaviors and actions including threats or intentional harm to individuals or property (Van Hasselt & Hersen, 1999). A mixed methods design was used with 31 participants ranging in age from 15 to 18 with a mean age of 17.12 years. Questionnaires containing five background items, eight Likert-type statements and three open-ended questions, were read to each adolescent. Likert items addressed participants' views about the role of teachers in serving students involved in violence. Open-ended questions pertained to their primary concerns about the way schools provide services for children and adolescents who are involved in violence, and what made learning in school a positive or negative experience. Descriptive statistics and qualitative findings were analyzed. Participants' mean responses revealed they agreed that: (a) violence is an increasing concern of teachers; (b) teachers should be involved in planning prevention programs, (c) specialists should provide adequate services for children with learning problems involved in violence, and (d) there is a shortage of specialists to serve children involved in violence. Also, mean responses indicated they were uncertain whether teachers truly understood how to serve children or if they were merely trained in managing behavior. Qualitative findings supplemented the quantitative results and the following themes emerged: (a) effectiveness of services, (b) intervention/suggestions, (c) relating to students, (d) motivation, (e) effectiveness of teaching, (f) school environment, (g) subject content, (h) classroom environment, (i) learning challenges/personal issues, and (j) uncertainty [of how to respond to the questions]. Implications suggest the need for educators to consider how they relate to students and possible curriculum modifications to meet the needs of students involved in violence. (Contains 4 tables.)

This study explored how a school-based speech-language pathologist implemented a classroom-based service delivery model that focused on collaborative practices in classroom settings. The study used ethnographic observations and interviews with 1 speech-language pathologist to provide insights into how she implemented collaborative consultation and classroom-based intervention service delivery models. Five themes emerged: service delivery, curriculum-based intervention, scheduling, collaboration, and advocacy. Though the participant implemented a full range of service delivery models, findings provide helpful ideas for others implementing inclusive and collaborative practices in classroom settings.

This qualitative study explored the meanings of chat room conversations through observations of teenagers using the Internet. Adolescent girls were a focus because of their shaky sense of self. Participants in ten chat rooms included 534 individuals. Six themes, emerging from analyzing 2526 utterances [descriptive statements], included (a) communicating with abbreviations and acronyms, (b) requesting/providing personal information, (c) requesting/providing pictures, (d) requesting/accepting private chats, (e) using profanity/vulgarity or sexual comments, and (f) using figurative language or sarcasm. Implications were outlined to assist educators addressing the needs of female adolescents. (Contains 1 table and 1 note.)

A survey study examined the perceptions of 484 kindergarten teachers in one midwestern state regarding language and literacy development, roles and responsibilities of speech-language pathologists (SLP), and teacher-delivered interventions in the classroom. Quantitative and qualitative findings from a 36-item survey revealed that the majority of respondents had professional preparation, appreciated the importance of language development, recognized some indications of atypical language development in young children, and supported language development in their classrooms. Furthermore, participants had positive impressions of SLPs' expertise. Although educators and SLPs face challenges in collaborating to serve children with language-based literacy problems, findings suggested teachers were positive about their shared roles. Participants welcomed opportunities to collaborate with SLPs in areas of language and literacy.

The purpose of this study was to survey the opinions of 62 adolescent females residing in a correctional facility about their use of the Internet to participate in chat room conversations. Findings indicated that 54 of 62 girls (87.09%), with a mean age of 16.72 years, participated in chat room interactions. Most (n = 47) interacted in chat rooms using either a computer from their home or from a friend's home. Of those engaging in chat room conversations, 47 (87%) revealed they spent an average of 9.85 hours per week interacting in these settings. Additionally, 70% (38 of 54) indicated they had been asked to be involved in sexual behaviors. Forty-four of the 54 participants offered suggestions for other teens about the dangers of chat room conversations. Findings are discussed in reference to qualitative research describing chat room conversations. The high incidence of participants engaging in these types of settings, and the implications of chat room interactions, particularly for teens who also may have language problems are addressed. From the 62 tips offered by participants, the researchers examined the information [suggestions] and questioned whether teens understand the seriousness of possible harmful and manipulative interactions in these settings. Even though study findings are considered preliminary, suggestions are offered for correctional educators to warn adolescents of the potential dangers of online chat room conversations.

Purpose: This study investigated the opinions of speech-language pathologists (SLPs) regarding their role, education, and training in serving students with communication disorders who have been involved in violence. Method: A survey consisting of 26 items was given to 598 SLPs from eight states representing geographic regions of the United States. Results: Participants acknowledged that violence is an increasing concern. They also recognized the valuable role they have in planning prevention programs and serving on multidisciplinary teams. In contrast, SLPs' opinions suggested that they did not feel well trained to deal with violence, nor did they feel that the role of communication in violence was understood by SLPs or educators. Comparisons between SLPs from different school and nonschool settings on their education and training and their role in serving this population were not significant. Participants with violence education and training responded significantly more favorably than those without such education and training on planning prevention programs; contributing important information to multidisciplinary teams in planning programs; and the impact of intervention on academics, behavior, and social interactions. Statistically significant findings indicated that both groups disagreed on understanding the role of communication in violence and being trained to provide services. However, findings need to be interpreted cautiously because both groups' means fell within the same categories of agreement/disagreement, and actual differences between groups were small. Quantitative and qualitative findings revealed that education and training are prevalent concerns of SLPs. Their written feedback suggested that SLPs provide critical information as we plan for this population. Clinical Implications: Additional education and training are needed in areas such as the role of the SLP in communication and violence, intervention that addresses behavior management, and multicultural issues.

This study focused on increasing the awareness of educational leaders about the relationship between students with communication disorders and violence. A review of selected research on adolescent females with language problems residing in a correctional facility served to support a survey study and extend discussions about the need for educational leadership within this population. Ninety-six speech-language pathologists, special educators, and teachers were surveyed about their training and knowledge on the role of communication in violence. Findings suggested the majority of participants agreed on the importance of planning prevention programs. However, they did not receive training and were uncertain about providing services to students with communication disorders. Implications are provided for administrators and other school leaders to consider when planning programs. During the past ten years, violence has been described as "epidemic" and has permeated many aspects of our lives not only in large urban cities but also in small towns throughout the United States (Mercy & Rosenberg 1998; Moore, 1994). One aspect affected by violence is education. Challenges involving violent acts are an on-going concern for administrators attempting to address academic, behavioral, and social needs of children and adolescents. Educators often discuss prevention, intervention, and social policy when examining issues pertaining to violence and education. However, their concerns frequently center on safe schools, firearms, drugs, and youth gangs (Flannery&Huff, 1999), rather than on the connection among language problems, poor communication behaviors, and violence in school settings. Educators' views on the role of communication and violence for students with communication disorders are not known. Over a period of more than 30 years, research has documented the prevalence and types of communication disorders of children and youth involved in violence. For example, a number of researchers have cited the incidence of communication problems (24%-84%) among juvenile delinquents (Cozad & Rousey, 1966; Taylor, 1969). Interestingly, despite the increase in statistics on girls arrested for violent crimes (Mann, 1984), until 1997 few studies focused on the communication behaviors of female teenagers in correctional facilities. Since that time, an ethnographic study of 78 female incarcerated delinquents revealed that 22% (n = 17/78) displayed language problems (Sanger, Creswell, Dworak, & Schultz, 2000). More recently, research has reported that as many as 19% (n = 13/67) of female teenagers residing in a correctional facility were potential candidates for language services (Sanger, Moore-Brown, Magnuson, & Svoboda, 2001; Sanger, Moore-Brown, Montgomery, Rezac, & Keller, 2003). However, it is not known if administrators and general or special educators are aware of findings such as these. It is unclear whether sufficient numbers of educators understand how a student's language and communication skills may serve as one of many factors relating to violence. Program planning for students with communication problems who are involved in violence often does not account for these disabilities. It has been found that programs for children involved in violence focus on more obvious behavioral concerns rather than language challenges (Sanger et al., 2001). Programs in schools may also include information about social skills training but fail to include sufficient strategies to address important language components such as vocabulary, figurative language, or conversational skills. If educators are unaware of the important role that language and communication have in violence, are they prepared to refer children and adolescents for language testing? Hence, if students are not referred and identified for language services, are some of our children "falling through the cracks" and being overlooked for special services? This paper will review selected research that addresses the links between students with language and communication disorders and violence. Qualitative information will focus on how females residing in a correctional facility describe their learning experiences in school. Additionally, preliminary survey findings of special educators and speech-language pathologists (SLPs) regarding their training and knowledge of the role of communication and violence will be provided. Information will support the need for additional educational leadership in addressing the needs of young women who are in trouble with the law

This article compared views of 23 incarcerated and 23 non-incarcerated female adolescents about their performance and knowledge of communication. Although findings on pragmatic practices and on knowledge of conversational rules were similar for the two groups, views of the incarcerated teenagers suggested they did not perceive themselves as conversational problems. Implications for dynamic assessment and interventions are discussed. (Contains references.) (Author/DB)

Qualitative methodology was used to explore communication behaviors of 13 female adolescents with language problems residing in a correctional facility. Most participants expressed feeling dumb, disliked by friends, put down in school, and having trouble understanding jokes, and problems related to understanding the vocabulary in their texts used at school. (Contains references.) (CR)

Thirteen incarcerated girls (ages 13-17) were tested following identification of language impairment to explore why they did not receive services prior to incarceration. Results indicate speech-language pathologists may be qualifying students based on a cognitive reference instead of a discrepancy formula based on age and level of language ability. (Contains references.) (CR)

In interviews, 19 female juvenile delinquents (ages 14-18) discussed communication and their reactions to problems. The majority knew ways of communicating positively but often used negative, aggressive, or violent behaviors. Their backgrounds included a history of maltreatment and special education. (SK)

This article reviews three studies involving adolescent girls residing in a correctional facility. Major findings support why educators need to consider the role of communication in relation to violence. Implications, recommendations, and conclusions are offered for speech-language pathologists and other educators involved in planning programs for adolescents involved in violence. (Contains references.) (Author/CR)

Qualitative methodology was used to explore how incarcerated adolescent female delinquents (N=20) described their communication behaviors in multiple contexts. Four themes emerged: (1) participant communication, (2) feelings and emotions, (3) trust, and (4) maltreatment. Implications suggest that speech-language pathologists and educators need to be aware of how maltreatment affects communication. (Contains references.) (Author/DB)

Addresses the specific language expectations of early elementary school, describes common language problems, and recommends strategies for intervention in early childhood classrooms. Includes examples of real classroom conversations between teacher and students. Presents two tables summarizing expressive and receptive language intervention strategies for use in the classroom. (JPB)

This study evaluated the effectiveness of using the Observational Checklist of Conversational Skills to facilitate early teacher referral of 37 primary-level children suspected of having language problems and 37 age-matched peers. Twenty-five of the at-risk group scored at least 1.5 standard deviations below the mean; 27 were subsequently referred for special education evaluation. (Author/DB)

A survey of 628 educators examined opinions about the role and performance of school speech-language pathologists. Overall, responses indicated positive opinions about speech-language pathologist services, but some uncertainty about their roles with certain student groups and the adequacy of their training in behavior management, reading, multicultural issues, and teaching English as a Second Language. (Author/JDD)

This article provides an overview of language disorders and their impact upon youngsters with emotional and behavioral disorders, the extent of language problems in these youngsters, and the implications. Recommendations are presented, such as incorporating whole-language strategies, teaching vocabulary and words denoting emotional expression, and facilitating language in naturalistic contexts. (JDD)

Nineteen students (ages 10-14) who had been identified during preschool or early elementary school as being at risk for auditory-language processing problems were followed for 5-7 years. Seventy-four percent of the at-risk subjects exhibited special needs profiles at follow-up. Seven students were not previously identified as language impaired but qualified according to this study's criteria. (Author/JDD)

A story format and discourse analysis procedure was used to evaluate the spoken language skills of 20 elementary students with learning disabilities over a 1-year period. Stories from memory were longer and characterized by more as well as different types of errors than were stories from pictures or stories based on games. (Author/DB)

Thirty-one children (aged 6-10) with auditory processing problems completed the Staggered Spondaic Words (SSW) Test and a battery of auditory-language tests. No significant correlations were found between the SSW right competing and left competing conditions and the auditory-language tests, suggesting that these two approaches measure different aspects of auditory processing abilities. (Author/JDD)

This study explored how a school-based speech--language pathologist implemented a classroom-based service delivery model that focused on collaborative practices in classroom settings. The study used ethnographic observations and interviews with [...]

A survey study examined the perceptions of 484 kindergarten teachers in one midwestern state regarding language and literacy development, roles and responsibilities of speech-language pathologists (SLP), and teacher-delivered interventions in [...]

This article examines the views of incarcerated and nonincarcerated female adolescents about their performance in and knowledge of communication. Forty-six participants, who ranged in age from 15 to 17 years [...]

This article describes the prevalence of language problems among delinquents and potential reasons they did not receive language services prior to their commitment to a correctional facility. Sixty-seven girls between [...]