An investigation of the language skills of students with emotional disturbance served in public school settings

J. Ron Nelson, Gregory J. Benner, Douglas Cheney

Research output: Contribution to journalArticle

29 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)97-105
Number of pages9
JournalJournal of Special Education
Volume39
Issue number2
DOIs
StatePublished - 2005

ASJC Scopus subject areas

  • Education
  • Rehabilitation

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