Title
The Effect of the Language for Thinking Program on the Cognitive Processing and Social Adjustment of Students with Emotional and Behavioral Disorders
Publication Date
2012
Document Type
Article
Abstract
Processing speed plays an important role in numerous facets of life functioning. Language, academic achievement, and behavior are all associated with processing speed; however, researchers have yet to investigate the effect of interventions, particularly language-based interventions, on the processing speed and the behavioral functioning of students with emotional and behavioral disorders. This study examined the effects of a language-based intervention program, Language for Thinking, on the processing speed and emotional and behavioral functioning of students with emotional and behavioral disorders served in self-contained settings. At posttest, the authors found significant reductions on the Child Behavior Checklist: Teacher's Report Form, along with statistically significant gains on the Woodcock-Johnson III NU Tests of Cognitive Abilities Processing Speed Cluster. The authors discuss the limitations and present the implications for future research.
Publication Title
Preventing School Failure
Volume
56
Issue
1
First Page
47
Last Page
54
DOI
10.1080/1045988X.2011.555794
Publisher Policy
pre-print, post-print, no publisher's pdf
Recommended Citation
Benner, Gregory J.; Ralston, Nicole C.; and Feuerborn, Laura, "The Effect of the Language for Thinking Program on the Cognitive Processing and Social Adjustment of Students with Emotional and Behavioral Disorders" (2012). Education Publications. 19.
https://digitalcommons.tacoma.uw.edu/education_pub/19
