Preschool teachers' perceptions and reactions to challenging classroom behavior: implications for speech-language pathologists.
Awareness of issues of social competence and challenging behavior related to childhood language an communication disorders has been increasing. The purpose of this clinical exchange is to provide speech-language pathologists with basic information on communication disorders and challenging behaviors, as well as with insights into ways to support both students and classroom teachers. To provide effective services to children with language impairments and optimally support classroom staff, speech-language pathologists need to recognize (a) the interdependence of language, communication, social competence, and challenging behaviors; (b) the significance that challenging behaviors can have on evaluations of academic competency; and (c) how teachers in early childhood classrooms perceive and react to challenging behaviors. This clinical exchange provides an overview of the relationship between language, communication, and social competence, and presents preliminary survey research data investigating teachers' perceptions and reactions to challenging behaviors. Clinical implications are discussed, including considerations for intervention with children who may exhibit challenging behaviors in combination with language disabilities, and the speech-language pathologist's instrumental role in educating and supporting classroom staff to use communication strategies when managing challenging classroom behaviors.
Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign, USA. nungesse@uiuc.edu
Nicole R
NR
Nungesser
Ruth V
RV
Watkins
D000124:Achievement; D001364:Awareness; D002653:Child Behavior Disorders / Q000453:epidemiology* / Q000523:psychology*; D002675:Child, Preschool; D005178:Faculty; D006801:Humans; D007806:Language Disorders / Q000453:epidemiology*; D015588:Observer Variation; D012919:Social Behavior; D013066:Speech-Language Pathology / Q000379:methods