Emotional Disorders

Adkins-Rogers, Diana L.  (2002). Language processing in children with emotional disorders.
     Behavioral Disorders, 29(1), 43-47. Retrieved from
     http://www.ccbd.net/behavioraldisorders/Journal/Journal.cfm?BDID=8184F5EC-3048-2906-   
     B4DCC568DC4927C8

     This article explores the language processing ability of children with emotional disorders who have preexisting language delays (ED/LA) to determine whether language difficulties in this population are internal biological features rather than due to environmental variables such as lack of language stimulation in the home.(Adkinson-Rogers,2003) A comparison group consisting of children with ED but without language delays was used to determine whether language processing may be a critical factor in the occurrence of language delays in children with ED. (Adkinson-Rogers,2003)
     The details of the participants was explained as having 19 students in the comparison group and in the group of students who had an emotional disorder.  There were more boys in both groups than girls.  The ethnicity was also included and the IQ of all students was within a normal range.  All students attended a full-time special education program for children with emotional disorders. 
     All students were chosen based on their preexisting emotional disorders.  The two groups consisted of  emotional disorders without language disorders and one with language disorders.  The author hypothesized  a significant language processing ability between the two groups and the group having both an emotional disorder and a language delay, would have more difficulties. 
     Without even reading all of the information, I felt like this was obvious.  To me it just makes sense that someone with an emotional disorder and a language delay, would have processing issues as well.  The groups were given two different language assessments and the information to the assessments was listed in two different charts.  The conclusion was that those with only the emotional disorder, language processing was a variable but those with an emotional disorder and language delay had mild processing limitations.  It was then concluded that a larger test group should be conducted and further evaluation for the students with both an emotional disorder and language delay. 
     Again, I find this to be helpful for both regular education classes as many students who have an emotional disorder will be in the general education class.  So, having this knowledge could  help to identify language issues and plan accordingly.