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Language Skills of Vulnerable Children with Social, Emotional, and Behavioral Difficulties: An Australian Primary School Sample
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Eadie, Patricia A.; Snow, Pamela C.; Stark, Hannah L.; Sidoti, Nancy; Berndt, Jacinta – Behavioral Disorders, 2021
The co-occurrence of social, emotional, and behavioral difficulties (SEBD), maltreatment, and language disorders (LD) is recognized in school-age children; however, the nature of the interaction between them remains poorly understood. The aim of this study was to explore associations between LD and SEBD in children with and without suspected…
Descriptors: Language Skills, Interpersonal Competence, Emotional Disturbances, Behavior Disorders
The Development of English as a Heritage Language: The Role of Chronological Age and Age of Onset of Bilingualism
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Armon-Lotem, Sharon; Rose, Karen; Altman, Carmit – First Language, 2021
This study explores typically developing bilingual children's performance in their English as a heritage language. The aim of this study is to advance our understanding of heritage language expectations and the role of chronological age and bilingual exposure. A broad range of receptive and expressive linguistic domains are investigated as a…
Descriptors: Bilingualism, Native Language, Second Language Learning, Language Tests
First Steps towards a Mental Health and Neurodevelopmental Screening of Secondary School Children Following Two Fixed-Term School Exclusions in the UK
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Lawson, Caron; Prentice, Kate; Jennings, Janine; Johnston, Kate – Emotional & Behavioural Difficulties, 2022
Children excluded from school often have a range of unidentified needs that may directly contribute to their behaviour. Research and policy highlight the absence of screening for difficulties in children at risk of exclusion. This study aimed to assess and explore the feasibility and acceptability of neurodevelopmental and mental health screening…
Descriptors: Foreign Countries, Mental Disorders, Neurodevelopmental Disorders, Screening Tests
African American Preschoolers' Performance on Norm-Referenced Language Assessments: Examining the Effect of Dialect Density and the Use of Scoring Modifications
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Nancy C. Marencin; Ashley A. Edwards; Nicole Patton Terry – Language, Speech, and Hearing Services in Schools, 2024
Purpose: We investigated and compared the outcomes from two standardized, norm-referenced screening assessments of language (i.e., Clinical Evaluation of Language Fundamentals Preschool--Second Edition [CELFP-2], Diagnostic Evaluation of Language Variation--Screening Test [DELV-ST]) with African American preschoolers whose spoken dialect differed…
Descriptors: African American Students, Preschool Children, Black Dialects, Diagnostic Tests
At Risk Students and Teacher-Student Relationships: Student Characteristics, Attitudes to School and Classroom Climate
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Walker, Sue; Graham, Linda – International Journal of Inclusive Education, 2021
Student characteristics, their attitude to school and classroom climate can influence teacher-student relationships and adjustment to school. Poor early school experiences are associated with school avoidance, disruptive behaviour, teacher conflict, and suspension and exclusion. The focus, however, remains on the behaviour of individual children,…
Descriptors: At Risk Students, Teacher Student Relationship, Student Characteristics, Student Attitudes
Associations between Teacher Ratings and Direct Assessment of Elementary Students' Speech and Language Skills
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Chow, Jason C.; Frey, Jennifer R.; Naples, Lauren H. – Assessment for Effective Intervention, 2021
We investigated the associations between teacher-rated and direct assessments of early elementary students' speech and language skills to explore whether using teachers as primary screeners yielded assessment data that reliably identified young students with language difficulties who many need a more comprehensive evaluation. We assessed first-…
Descriptors: Correlation, Teacher Attitudes, Elementary School Students, Speech Communication