Communication Disorders and Challenging Behaviors: Supporting Children’s Functional Communication Goals in the Classroom

Katy Gregg

doi:10.1007/s10643-016-0789-7

Communication Disorders and Challenging Behaviors: Supporting Children’s Functional Communication Goals in the Classroom

Katy Gregg

Human Ecology

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

Children with communication disorders may express frustrations through challenging behaviors such as aggressive behaviors and social withdrawal. Challenging behaviors may lead to difficulties with building social competencies including emotional regulation and peer engagement. Individualized planning of functional goals for children with communication disorders provides support for social communication to increase quality classroom interactions. Teachers, families and service providers can work together to assess the purpose of the child’s behaviors in order to create more functional ways for the child to communicate as the spoken language continues to improve. This article focuses on strategies including considerations for collaboration in initial planning, communication modifications, and peer supports.

Original language	American English
Journal	Early Childhood Education Journal
Volume	45
DOIs	https://doi.org/10.1007/s10643-016-0789-7
State	Published - Apr 9 2016

Disciplines

Human Ecology
Sociology
Psychology
Child Psychology
Family, Life Course, and Society
Social and Behavioral Sciences

Keywords

Challenging behaviors
Communication disorders
Functional goals
Social emotional development

Access to Document

10.1007/s10643-016-0789-7License: Unspecified

https://link.springer.com/article/10.1007/s10643-016-0789-7

Cite this

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title = "Communication Disorders and Challenging Behaviors: Supporting Children{\textquoteright}s Functional Communication Goals in the Classroom",

abstract = "Children with communication disorders may express frustrations through challenging behaviors such as aggressive behaviors and social withdrawal. Challenging behaviors may lead to difficulties with building social competencies including emotional regulation and peer engagement. Individualized planning of functional goals for children with communication disorders provides support for social communication to increase quality classroom interactions. Teachers, families and service providers can work together to assess the purpose of the child{\textquoteright}s behaviors in order to create more functional ways for the child to communicate as the spoken language continues to improve. This article focuses on strategies including considerations for collaboration in initial planning, communication modifications, and peer supports.",

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T1 - Communication Disorders and Challenging Behaviors: Supporting Children’s Functional Communication Goals in the Classroom

AU - Gregg, Katy

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N2 - Children with communication disorders may express frustrations through challenging behaviors such as aggressive behaviors and social withdrawal. Challenging behaviors may lead to difficulties with building social competencies including emotional regulation and peer engagement. Individualized planning of functional goals for children with communication disorders provides support for social communication to increase quality classroom interactions. Teachers, families and service providers can work together to assess the purpose of the child’s behaviors in order to create more functional ways for the child to communicate as the spoken language continues to improve. This article focuses on strategies including considerations for collaboration in initial planning, communication modifications, and peer supports.

AB - Children with communication disorders may express frustrations through challenging behaviors such as aggressive behaviors and social withdrawal. Challenging behaviors may lead to difficulties with building social competencies including emotional regulation and peer engagement. Individualized planning of functional goals for children with communication disorders provides support for social communication to increase quality classroom interactions. Teachers, families and service providers can work together to assess the purpose of the child’s behaviors in order to create more functional ways for the child to communicate as the spoken language continues to improve. This article focuses on strategies including considerations for collaboration in initial planning, communication modifications, and peer supports.

KW - Challenging behaviors

KW - Communication disorders

KW - Functional goals

KW - Social emotional development

UR - https://digitalcommons.georgiasouthern.edu/ecology-facpubs/109

UR - https://link.springer.com/article/10.1007/s10643-016-0789-7

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DO - 10.1007/s10643-016-0789-7

M3 - Article

SN - 1082-3301

VL - 45

JO - Early Childhood Education Journal

JF - Early Childhood Education Journal

ER -

Communication Disorders and Challenging Behaviors: Supporting Children’s Functional Communication Goals in the Classroom

Abstract

Disciplines

Keywords

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