A Socioemotional Perspective for Understanding Social Difficulties of School-Age Children With Language Disorders Recent research clearly has established that many school-age children with language disabilities have significant socioemotional problems. These children likely make up a significant portion of the caseload of school speech-language pathologists. This article provides a perspective for recognizing, understanding, and treating the social behavior problems of children with language disorders ... Clinical Forum
Clinical Forum  |   October 01, 1993
A Socioemotional Perspective for Understanding Social Difficulties of School-Age Children With Language Disorders
 
Author Affiliations & Notes
  • Lauren J. Hummel
    Bradley School/Bradley Hospital, East Providence, RI
  • Barry M. Prizant
    Emerson College, Boston, MA
Article Information
Language Disorders / Clinical Forum: Language and Social Skills
Clinical Forum   |   October 01, 1993
A Socioemotional Perspective for Understanding Social Difficulties of School-Age Children With Language Disorders
Language, Speech, and Hearing Services in Schools, October 1993, Vol. 24, 216-224. doi:10.1044/0161-1461.2404.216
History: Received December 30, 1992 , Accepted May 6, 1993
 
Language, Speech, and Hearing Services in Schools, October 1993, Vol. 24, 216-224. doi:10.1044/0161-1461.2404.216
History: Received December 30, 1992; Accepted May 6, 1993

Recent research clearly has established that many school-age children with language disabilities have significant socioemotional problems. These children likely make up a significant portion of the caseload of school speech-language pathologists. This article provides a perspective for recognizing, understanding, and treating the social behavior problems of children with language disorders who have or who are at risk for developing emotional or behavioral disorders. This view is derived from studies of social and emotional development of children who are normally developing and those who are socioemotionally challenged.

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