Children with Social, Emotional and Behavioural Difficulties and Communication Problems


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Table of Contents

Dedication. Introduction. 1. Are Language and Emotional Development Linked? What Are Language and Communication Skills? Language Development. Emotional Development. Language, Thinking and Emotional Development Intertwined. Conclusion. 2. The Links Between Emotional and Behavioural Difficulties and Communication Problems. Are There Links Between Communication Problems and Social, Emotional and Behavioural Difficulties (SEBD)? Why Do Communication and Emotional Problems Occur Together? Conclusion. 3. Undetected Communication Problems and their Impact. How Many Children Have Communication Problems? Undetected Communication Problems in Children with Social, Emotional and Behavioural Difficulties. Why Are Communication Problems Often Undetected? The Significance of Communication Problems. Conclusion and Implications. 4. Language and Social Disadvantage: Communication Difficulties in Vulnerable Children and Young People. Language and Social Disadvantage. Why is There a Link Between Language and Social Disadvantage. Vulnerable Groups with an Increased Risk of Communication Problems. Conclusion and Implications. 5. The Identification and Assessment of Communication Difficulties in Children with SEBD. What are Communication Problems and how are they Identified? Which Language Skills Should be Assessed in Children with SEBD? A Holistic Approach. Assessing the Communication Skills of Children and Young People with SEBD. Screening/Clinical Markers. Standardised Assessment. Informal Assessment. Conclusion. 6. What Can be Done to Help Young People with Communication and Social, Emotional and Behavioural Problems. What Everyone Can Do to Support Children and Young People with SEBCD. Specific Interventions. Research and Evaluation. Conclusion. Appendix I: Indicators List for Identifying Communication Difficulties. Appendix II: Strategies for Supporting Communication Problems. References. Index.

About the Author

Melanie Cross is a consultant speech and language therapist. For the past fifteen years she has worked with young people in public care at The Integrated Services Programme (ISP). She is a clinical tutor on the speech and language therapy course at City University, London, and a Royal College of Speech and Language Therapists (RCSLT) Advisor in Mental Health (Paediatric). She has also worked as a professional advisor for the children's communication charity I CAN.


(...) would be a great introduction for students working with children who have social, emotional and behavioural difficulties. It is well written and has up to date research throughout. -- Play for Life
The second updated edition... provides updated research and information perfect for health and education holdings, and considers why communications and behavior difficulties so often occur together. It analyzes mental health and social conditions alike, demonstrating that improving communication skills can lead to better outcomes, and that speech and language therapy that can help is often missing for this group.... A "must" for any collection looking at physical and mental health connections in kids. -- The Midwest Book Review
this is an excellent book which draws together the fields of language/communication and socio-emotional development, recognising that no single professional group has all the answers to the problems faced by children with SEBD. As such, it appeals to the disciplines of mental health, speech and language therapy and education, emphasising the need for professional co-working. The book is well worth reading cover to cover, although it would also be useful to dip into specific chapters. -- NAPLIC Matters
The ideas suggested are practical and involve reflecting on accepted practice rather than programme based... a useful resource for educational professionals working with pupils with emotional, behavioural and communication difficulties. -- SNIP

One of the outstanding features of this book is its ability to present a robust level of specialist detail underpinned by abundant, current research in a very straightforward, non-technical way... it offers very practical advice for assessment and intervention, identifying exactly which language skills are priority for EBD.

There is something for everyone here, from a beginner to an experienced practitioner, an academic, a parent or a front-line worker.

-- Afasic News

The chapter about the implications around lack of diagnosis is a fascinating but terrifying read... This chapter should be required reading on the NPQH scheme... This may lead to greater understanding and a more inclusive approach around mainstream behaviour difficulties in some schools.

This book is clear, easy to read and extremely interesting...If every mainstream teacher had this appendix in their working file, it would act as an aide memoire ensuring effective differentiation for a range of students.

-- Cate Wood , former Senco and director of ECM at a secondary school

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