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首页> 外文期刊>International journal of language & communication disorders >Pragmatic language and the child with emotional/behavioural difficulties (EBD): a pilot study exploring the interaction between behaviour and communication disability.
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Pragmatic language and the child with emotional/behavioural difficulties (EBD): a pilot study exploring the interaction between behaviour and communication disability.

机译：语用和患有情感/行为障碍的儿童（EBD）：探索行为与沟通障碍之间相互作用的一项试点研究。

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INTRODUCTION: The relationship between mental health, behaviour and language development is widely recognized in the literature. Recent advances in assessment tools allows one to consider the role of pragmatic language skills in this co-occurrence. AIMS: This pilot study aimed to investigate (1) the level of association between pragmatic language difficulties and emotional/behavioural difficulties; and (2) what explanations there might there be for any such association. The roles of language, word decoding, and non-verbal cognitive ability and also socio-demographic factors are considered. METHOD & PROCEDURES: Seventeen participants aged 7-11 years were identified from Educational Psychologist caseloads as having behaviour that is causing concern at school. Comparisons were made with 16 age- and sex-matched controls. Participants' language, literacy and non-verbal cognitive ability were assessed at school. Parents and teachers completed questionnaires investigating communication skills, behaviour and emotional wellbeing. OUTCOMES & RESULTS: No significant difference was found between the groups for non-verbal cognitive ability. However, children in the referred group were significantly more likely to have structural language, word decoding and pragmatic language difficulties and mothers with no further education beyond school. Taking a broad view of language skills to include structural language, pragmatic language and word decoding, 94% (n = 15) of referred children had significant difficulties with at least one of these three factors. The only factor not found on its own was structural language difficulties, indicating that on their own they are perhaps not associated with emotional/behavioural difficulties. CONCLUSIONS & IMPLICATIONS: The results of this pilot study have implications for how we view language and behaviour difficulties in primary schools. Future larger-scale research should consider the role of parenting factors, pragmatic language skills and literacy ability in the high co-existence rate of emotional/behavioural difficulties and language/communication needs.
机译：简介：心理健康，行为和语言发展之间的关系在文献中得到广泛认可。评估工具的最新进展使人们可以考虑在这种共现中实用语言技能的作用。目的：这项初步研究旨在研究（1）语用困难与情绪/行为障碍之间的关联水平; （2）对于任何此类关联可能会有什么解释。考虑了语言，单词解码和非语言认知能力以及社会人口统计学因素的作用。方法和程序：从教育心理学家的案例中识别出17名7-11岁的参与者具有在学校引起关注的行为。与16个年龄和性别匹配的对照组进行了比较。在学校评估参与者的语言，读写能力和非语言认知能力。父母和老师填写了调查表，调查了沟通技巧，行为和情绪健康。结果与结果：非语言认知能力在两组之间没有显着差异。但是，被转诊组中的儿童更有可能出现结构性语言，单词解码和实用语言的困难，而母亲在学校外没有接受过进一步的教育。从包括技巧性语言，实用语言和单词解码在内的语言技能的广泛观点来看，94％（n = 15）的被推荐儿童在这三个因素中的至少一个方面有很大的困难。唯一未发现的因素是结构性语言困难，这表明它们本身可能与情感/行为困难无关。结论与启示：这项初步研究的结果对我们如何看待小学语言和行为困难具有启示。未来的大规模研究应考虑育儿因素，务实的语言技能和识字能力在情绪/行为困难和语言/交流需求的高并存率中的作用。

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