Language Development and ITs INfluence On Behaviour

Introduction

A number of studies have looked at the relationshiop between speech and language development and behaviour difficulties in children. These studies identified that over half of children, presenting with behaviour difficulties, had a measurable language delay or disorder. Studies which focussed specifically on social communication skills found that nearly all of the children, presenting with behaviour difficulties, had some some form of social communication need. There is also evidence that this relationship between communication and behaviour continues through adolescence into adulthood. For example, studies of young offenders in the criminal justice system report poor oral language skills in over half of subjects. Perhaps most worrying, is that so many of those identified with social communication difficulties had no previous diagnosis. This suggests a failure of primary and secondary education to adequately identify and support these individuals.

Understanding the relationship between behaviour and language development

In trying to understand what leads to the behaviour difficulties in a particular child (or indeed an adult) there will be a large number of determining factors of which the speech, language or communication needs is only one part. However, our ability to understand language and communicate is crucial to our ability to function successfully in our social world. We need good social communication and language skills to help us understand the subtle norms and values of our society and our interactions with others. It is essential in helping us learn and follow social rules and in creating our sense of belonging to a social community.

Language development also plays a significant role in helping to develop emotional self-regulation. The ability to communicate how we feel through language, rather than through actions, is essential in modifying our behaviour when angry or upset. Equally, language is necessary to begin to understand, process and manage the thoughts, emotions and anxieties that distress us. Thus, any intervention on supporting an individual to modify their behaviour should include help with developing appropriate language skills. This may include vocabulary to improve emotional literacy and opportunities for oral rehearsal and practice.

Behaviour & Possible Language Development Need

The following list details some of the behaviours observed in children in school settings and suggests the possible speech, language and communication difficulties which may at least partly account for what is seen.

Frequently complains of being bullied

Social communication difficulties - may not understand social rules, have poor pragmatic language and/or struggles to open conversations and build friendships.

Challenging and non-compliant behaviour over class work

May not be able to understand or remember what to do. May have difficulties processing information; poor receptive vocabulary; weak working memory and/or expressive difficulties such as finding words, formulating sentences etc.

Constantly calling out during teacher input and discussion

Poor short-term memory means that the student is driven to call out before they forget. Handicapped by weak working memory capacity these students also often lack memory rehearsal strategies.

Often lashes out at peers

Social communication difficulties such as turn taking, understanding social rules or pragmatic language. 

Often gets into fights with peers

Communication difficulties - may not understand or misinterpret what peers say or may become frustrated as unable to express what they want to say. Also the child may lack the language skills to rationalise feelings and self-regulate emotions.

Supporting These Students In School

Students with behavioural difficulties can be challenging to manage in schools. Behaviour management is often reactive to events with consequences or the fear of consequences being used to contain and control classrooms. However, most low-level distracting and disruptive behaviour in a classroom is due to a breakdown in the understanding or remembering of instructions; an inability to progress in a task set or not recognising the social cues applying at that time. These are difficulties associated with language, memory and social understanding. Thus, they are best addressed though the simplication of instructions; reducing working memory loads; tasks supported with continually available process and success criteria and visual signposting of behavioural cues.

Schools ideally should assess the language skills of all students who regularly and persistently exhibit poor classroom behaviour and/or difficulties with peers. Where appropriate this should lead to additional support to address language and communication needs being put in place.

Students with behaviour difficulties can often benefit from the direct and explicit teaching of social rules delivered through a sustained intervention programme using visuals, contextual examples and social stories. Delivering support programmes on developing the social use of language can be highly effective in reducing the frequency of behavioural incidents. To be effective they need to be sustained over many months (or years), giving importance and status in the curriculum and timetable and delivered by experienced empathetic staff with appropriate understanding of language development.

For further advice on classroom management see article on Classroom Behaviour