Language intervention in the school years: a systemic approach (original) (raw)

2008, Seminars in Hematology

Abstract

In this paper we consider intervention for children with developmental language difficulties from a systemic approach. Much of the literature concerning intervention for language difficulties focuses on child and therapist. Our argument is that it is necessary to consider the child in the wider educational and social context. The immediate or proximal context is primarily the school and family for

Figures (1)

Compared with the relative stability of language and literacy profiles, the domain of behavioural, emotional and social difficulties (BESD) tends to show greater variability. For example, the young peo- ple in our longitudinal study showed decreasing levels of hyperactivity over the period 8-16 years, as indicated by their teachers' ratings on the Strengths and Difficulties Questionnaire (Goodman, 1997). The proportion rated as having an ‘abnormal' level decre- ased from 47% at 8 years to just 3% at 16 years. Conduct problems, however, showed a difference by age, with significantly higher levels at 16 years than either 8 or 12 years. More of the sample were jud- ged to have peer problems also, with a significant increase between 8 and 16 years. There was also a trend for emotional symptoms, rising for 10% of the sample (8 years) to 18% at 16 years but this was not statistically significant. LATIIL. a oe oe A ee

Compared with the relative stability of language and literacy profiles, the domain of behavioural, emotional and social difficulties (BESD) tends to show greater variability. For example, the young peo- ple in our longitudinal study showed decreasing levels of hyperactivity over the period 8-16 years, as indicated by their teachers' ratings on the Strengths and Difficulties Questionnaire (Goodman, 1997). The proportion rated as having an ‘abnormal' level decre- ased from 47% at 8 years to just 3% at 16 years. Conduct problems, however, showed a difference by age, with significantly higher levels at 16 years than either 8 or 12 years. More of the sample were jud- ged to have peer problems also, with a significant increase between 8 and 16 years. There was also a trend for emotional symptoms, rising for 10% of the sample (8 years) to 18% at 16 years but this was not statistically significant. LATIIL. a oe oe A ee

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