This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Ron Nelson, J. Articles by Cheney, D. Search for Related Content PubMed Articles by Ron Nelson, J. Articles by Cheney, D. Social Bookmarking                         What's this?

An Investigation of the Language Skills of Students With Emotional Disturbance Served in Public School Settings

University of Nebraska-Lincoln

Gregory J. Benner

University of Washington-Tacoma

Douglas Cheney

University of Washington-Seattle

The purpose of this cross-sectional study, conducted with a random sample of 166 students with emotional disturbance (ED), was to establish, with attention to age and gender differences, the extent to which students with ED served in public school settings experience language skill deficits. This study also examined particular types of problem behaviors related to language skills. Students with ED showed moderate to large language deficits, which appeared to be more pronounced in the expressive language domain. The language deficits of a majority of the students were clinically significant. These language deficits appeared to be relatively stable across age and gender. Furthermore, externalizing behaviors were related to receptive and expressive language skills, whereas internalizing ones were not.

The Journal of Special Education, Vol. 39, No. 2, 97-105 (2005)
DOI: 10.1177/00224669050390020501


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?