Intentional Collaboration With Speech-Language Pathologists to Support Language Outcomes of Students With Emotional and Behavioral Disorders. (December 2022)

• Record Type: Journal Article
• Authors: Chow, Jason C.; Morse, Ashley; Senter, Reed
• Is Part Of: Beyond behavior. Volume 31:Number 3(2022)
• Page Start: 140
• Page End: 150
• Publication Date: 2022-12
• Subjects: Individualized Education Program (IEP) -- language -- disorders/disabilities -- collaboration; Problem children -- Education -- United States -- Periodicals; Behavior disorders in children -- Periodicals; Behavior disorders in children; Problem children -- Education; United States; Electronic journals; Periodicals; 371.93
• DOI: 10.1177/10742956221108350
• Languages: English
• ISSNs: 1074-2956

Abstract

This article argues for intentional collaboration between teachers of students with emotional and behavioral disorders and speech-language pathologists. After providing a rationale, we detail how special education teachers can leverage the expertise of speech-language pathologists during the Individualized Education Program process. We provide actionable steps that special education teachers and speech-language pathologists can take together to improve the identification, assessment, and subsequent support of language difficulty in students with emotional and behavioral disorders.