Diana Rogers-Adkinson

Developing Cross-Cultural Competence: Serving Families of Children with Significant Developmental Needs.

The purpose of this article is to assist teachers in understanding the unique needs of families of children with significant developmental delays who are from a diverse cultural background and/or are recent immigrants to the United States. This article provides the reader with an understanding of various cultural interpretations of severe disability conditions and of the role of enculturation in determining family expectations and participation within the special education system. We present research-based techniques and practical ideas designed to facilitate increased competence with families in which English is not the first language.

Gender and ethnic differences in ADHD as assessed by behavior ratings.

Attention-deficit/hyperactivity disorder (ADHD) is a common childhood disorder. Research suggests that ADHD is 4 to 9 times more frequent in males than females, and the possibility of underidentification in females and overidentification in males has been suggested as an explanation for these statistics.As part of the diagnostic process, teachers are frequently asked to complete behavior rating scales. There is a lack of empirical data concerning the extent to which gender differences are evident on such rating scales. This study investigated the use of the ADHD-IV Rating Scale-School Version, with male and female students from ages 5 to 18 years. Results suggest that the ADHD construct is consistent across gender; however, there are differences across gender and ethnicity. For Caucasian children, externalizing behaviors are most salient in terms of discriminating between males and females. Implications for research and practice are discussed.

An Investigation of the Characteristics of K-12 Students with Comorbid Emotional Disturbance and Significant Language Deficits Served in Public School Settings.

A plethora of research has indicated that emotional disturbance (ED) and language deficits frequently co-occur. Scant research, however, has examined the characteristics of public school students with comorbid ED and language deficits. Furthermore, researchers have not studied children with IQ and language skill discrepancies. The overall purpose of this cross-sectional study conducted with students in grades K through 12 (N = 69) with ED and comorbid language deficits was to detail the academic and social adjustment characteristics of students with an IQ/language skill discrepancy (i.e., a negative standard deviation difference or greater between IQ and total language score). In addition, the types of dimensional behaviors that predict the language skills of these students was explored. Forty-five percent (n = 69) of the original 152 randomly selected students with ED evinced a language deficit. Students with language deficits were likely to exhibit comorbid written language (46%), reading (41%), and math deficits (31%). Delinquent behavior predicted total and receptive language discrepancy scores of students. Results and limitations are discussed.

The Impact of PBL Technology on the Preparation of Teachers of English Language Learners.

This article presents qualitative results of the instructional usefulness of a Web-based multimedia problem-based learning module designed to simulate the special education referral process. The multicultural special education (MUSE) module uses three interactive phases to highlight the complexity of determining the nature of academic difficulties when a student has English language limitations. Interviews with instructors and pre-service teachers indicated that the multimedia components of the module created a realistic portrayal of the special education referral process. Furthermore, the group work within the module provided a unique opportunity for pre-service teachers to begin to collaborate with a team to make educational decisions for students they will likely encounter in their future professions.

Language Processing in Children with Emotional Disorders.

The author explores the language processing ability of children with emotional disorders who have preexisting language delays (ED/LA) to determine whether language difficulties in this population are internal biological features rather than due to environmental variables such as lack of language stimulation in the home. A comparison group consisting of children with ED but without language delays was used to determine whether language processing may be a critical factor in the occurrence of language delays in children with ED. Language competence was determined using the Test of Language Development/Intermediate. Language processing skills were then compared in the typical versus delay language groups using the Language Processing Test-R. Children with ED and language delays presented concerns in areas of language processing difficulty suggestive of underlying neurological pathology.

Reading and Written Language Competency of Incarcerated Youth

This article explores the reading and written language competency of incarcerated youth and examines the role that literacy plays in recidivism. Suggestions for practice include reading and written language curricular strategies that have empirical validation with this population.

The Relationship of Language and Behavior: Introduction to the Special Issue

The study of the relationship between language function and behavior in children and adolescents with emotional or behavioral disorders (E/BD) has been a growing enterprise over the past quarter of a century. In fact, for more than 25 years researchers have been fascinated with how delinquent behaviors interact with cognitive abilities. They have conducted research regarding the presence of language delays in children with behavioral or psychiatric disorders (Benner, Nelson, & Epstein, 2002) from within multiple fields including child psychiatry (Baker & Cantwell, 1987), special education (Griffith, Rogers-Adkinson, & Cusick, 1997), juvenile justice (Zabel & Nigro, 2001), and neuropsychology (Hooper & Brown, 2003). Across these various disciplines, the findings have been similar in that they document the co-occurrence of language difficulties and social-behavioral difficulties, with incidence rates varying from 40% to 80% (Brenner et al., 2002).Despite this emergent literature, however, there has been relatively little attention paid to how these findings should inform our work with different populations, what language functions might be predictive of various behavioral outcomes, and how to proceed with intervention efforts. This special issue of Behavioral Disorders was designed to address these questions. More specifically, this special issue was constructed to (a) increase our understanding of the importance of language abilities and associated issues as they relate to assessment, diagnosis, treatment, and clinical practice; (b) increase our knowledge of the growing research base in this area of interplay; and (c) increase research activities and subsequent dissemination of findings in this domain, particularly for special educators who work with children and adolescents with E/BD on a daily basis.The six articles in this issue address key issues in the study of language and behavior, including (a) definitional issues (Nelson, Brenner, & Rogers-Adkinson); (b) academic and social functioning (Nelson et al.; Rinaldi), (c) specific language processing features (Rogers-Adkinson); (d) the ability of early core language functions to predict later behavior (Hooper, Roberts, Zeisel, & Poe); (e) suggestions for specific intervention strategies (CaIIicott & Park); and (f) suggestions for prevention programs (Hyter). Most of these articles are evidence based and, taken together, span the entire school-age range. As a group, the articles should provide a wide range of professionals with contemporary findings that can be applied to their day-to-day practices in assessment, diagnosis, and treatment of children and adolescents with E/BD.Definitional IssuesThe definitional issues inherent in this area of investigation are widespread and impact nearly every study, spreading across the concepts of both E/BD and language functioning. For both areas, clear operational definitions should provide the field with a better understanding of the relationship between language and behavior. Many of the articles included in this issue address this problem directly. For example, the study by Nelson and colleagues examines a variety of findings associated with a specific definition of children with language impairments. Hooper and colleagues provide a separate definitional overlay on their population, while the articles by Rinaldi and Rogers-Adkinson examine specific types of language function and dysfunction.Features and CharacteristicsIt has been suggested that learning and behavior disorders are a greater manifestation of poor teaching than they are of internal biological processes (U.S. Department of Education, 2002). As suggested by Hooper and colleagues (this issue) and Rogers-Adkinson (this issue), we need a better understanding of the relationship of language and behavior to address this suggestion directly. The articles in this special issue provide additional data to support the notion that poor teaching is not the sole culprit in the manifestation of behavioral and emotional problems in children. …

Chapter 7 English Language Learners and Emotional Behavioral Disorders

This chapter provides the reader with a framework for understanding the needs of students that have concurrent needs as English Language Learners and Emotionally Behavioral Disturbed. Issues related to effective assessment practices, service delivery, and appropriate intervention are discussed.