| Children with behavioral difficulties often have | | | | behavioral problems are the number one concern. |
| language difficulties which are not recognized. | | | | I have often heard the responses "It's just |
| Research has revealed a strong correlation | | | | behavior", "He understands when he wants to", |
| between behavioral-emotional disorders (BED) and | | | | "He's just stubborn" or other similar statements. |
| language disorders. Approximately 55% to 72% | | | | One memory which stands out in my mind was |
| of children with behavioral-emotional difficulties will | | | | when I was asked to evaluate a teenager who |
| also have a some type of language problem. For | | | | was fourteen years old. It was the first time his |
| some it may be like the chicken and the egg | | | | language had been examined. The evaluation |
| question. Which came first? The problem with | | | | revealed a six year delay in language skills; his |
| language or the problem with behavior? | | | | language was equal to that of an eight year old. |
| Regardless of how it starts, there is no doubt | | | | When a language disorder goes undetected, it not |
| that language influences behavior and that | | | | only impacts communication, but self-esteem as |
| behavior influences language. Those with | | | | well. |
| behavioral-emotional difficulties are likely to have | | | | Every child who has is having behavioral problems |
| trouble understanding what people say and also | | | | needs, and should have, a language evaluation. A |
| struggle to put their thoughts into words. The | | | | language evaluation will be able to discover how |
| area of language that is affected the most is the | | | | well your child understands, is able to speak, and |
| social use of language- communicating with others | | | | how well he can use language in his everyday life. |
| in everyday situations; this is referred to as | | | | Knowing what a child's language skills are will also |
| pragmatic language. A speech and language | | | | help with developing an appropriate educational |
| pathologist is the professional who can determine | | | | program, assist in developing a behavioral |
| if a language problem exists and how mild or | | | | intervention program, and may also provide helpful |
| severe it is. Unfortunately, the speech-language | | | | information to the child's counselor or psychologist. |
| pathologist is often overlooked because the | | | | |