Communication Disorders: Prevalence and Comorbid Intellectual Disability, Autism, and Emotional/Behavioral Disorders

2007 ◽  
Vol 16 (4) ◽  
pp. 359-367 ◽  
Author(s):  
Judith Pinborough-Zimmerman ◽  
Robert Satterfield ◽  
Judith Miller ◽  
Deborah Bilder ◽  
Shaheen Hossain ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Behavioral Disorders ◽  
Communication Disorders ◽  
Emotional Behavioral Disorders

Socioemotional Aspects of Language and Social-Communication Disorders in Young Children and Their Families

1993 ◽  
Vol 2 (3) ◽  
pp. 56-71 ◽  
Author(s):  
Barry M. Prizant ◽  
Elaine C. Meyer
Keyword(s):  
Young Children ◽  
Behavioral Disorders ◽  
Social Communication ◽  
Family System ◽  
Relevant Literature ◽  
Communication Disorders ◽  
Emotional Behavioral Disorders ◽  
Communication Disorder ◽  
The Family ◽  
Social Communication Disorders

Awareness of socioemotional issues related to childhood communication disorders is increasing. Three themes in recent research have obligated speech-language pathologists to become better educated in socioemotional issues: (a) the interdependence of communication, language, and socioemotional development; (b) the high co-occurrence of communication and emotional/behavioral disorders in children; and (c) the significant effect of a childhood communication disorder on the family system. In this article, relevant literature on these topics is reviewed, and implications for working with young children and their families are presented.

The Use of the Concrete-representational-abstract (CRA) Sequence to Improve Mathematical Outcomes for Elementary Students with Emotional Behavioral Disorders

2021 ◽  
Author(s):  
Margaret M Flores ◽  
Vanessa M Hinton
Keyword(s):  
Elementary Students ◽  
Behavioral Disorders ◽  
Conceptual Understanding ◽  
Mathematical Thinking ◽  
Emotional Behavioral Disorders ◽  
Teaching Mathematics ◽  
Teaching Sequence ◽  
Positive Effects ◽  
Students With Ebd

The concrete-representational-abstract (CRA) sequence is an explicit methodology for teaching mathematics that has been shown to have positive effects for students with EBD. This teaching sequence fosters conceptual understanding and mathematical thinking. This article describes how a teacher used explicit CRA instruction with two elementary students with EBD. Its aims are to describe and provide rationale for CRA instruction. We will describe lesson activities, methods, materials, and procedures. Finally, we will offer suggestions for implementation.

Pragmatic Language Intervention for Children with Language and Emotional/Behavioral Disorders

2001 ◽  
Vol 23 (1) ◽  
pp. 4-16 ◽  
Author(s):  
Yvette D. Hyter ◽  
Diana L. Rogers-Adkinson ◽  
Trisha L. Self ◽  
Brande Friederich Simmons ◽  
Jennifer Jantz
Keyword(s):  
Behavioral Disorders ◽  
Language Intervention ◽  
Emotional Behavioral Disorders ◽  
Pragmatic Language
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