Comparing Language Disorders in Two Groups of Students with Severe Behavioral Disorders

Abstract

This study compared two groups of students (i.e., day versus residential) with severe behavioral disorders on several language measures to determine whether more severe language deficits were present based on restrictiveness of behavioral placement. Second, types of language deficits were compared to categories of behavioral problems to see if language problems were more prevalent in different behavioral categories. No significant differences were found between groups on standardized language measures, with both groups showing receptive and expressive language deficits below normal. Students in the day program were rated higher on conversational skills by their teachers than students in the residential program. Receptive language deficits correlated with Interpersonal Difficulties and Inappropriate Behavior categories on the Behavior Evaluation Scale-2 (BBS). Differentiation of language problems according to severity or category of behavioral difficulty was inconclusive.