A Socioemotional Perspective for Understanding Social Difficulties of School-Age Children With Language Disorders

Abstract

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.