Examining the Link between Receptive and Expressive Language Delay and its Effects on Externalized Behaviors in Young Children, Highlighting Strategies Teachers and Schools Can Implement to Promote Social Emotional Competence through Self-Regulation

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Teachers report challenging and disruptive student behavior as the cause of increased stress. Challenging student behaviors are predictive of future problems such as dropping out of school or expulsion. Language ability is important for regulating attention and behavior and establishing positive relationships with adults and peers. Many children who exhibit challenging behaviors have existing language delays and must be taught functional skills to communicate. Twenty-four studies published within the last four years that examined strategies that teachers can use in early childhood classrooms to curb challenging student behaviors were reviewed. Research demonstrated that prosocial skills should be taught and modeled to children who may not have these skills within their repertoires. Teachers should offer many opportunities for children to practice these skills while providing specific feedback and praise. Pre-service teachers should be informed about classroom management strategies and they should be thoughtfully employed within their classrooms to eliminate opportunities for disruptive behaviors. Evidence-based instructional practices should also be used within the classroom to promote the prevention of challenging student behavior. A school-wide model of behavior supports, including functional behavioral analysis, is an evidence-based method of individualizing interventions for all children.

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	Thesis	2019-05-17	Public	Download