1. • 60- 95% of children and young people with Social, Emotional and Behavioural Difficulties
(SEBD) have communication problems which may go unrecognised within the UK (Cross
2011).
• Many Children with SEBD in special education have undetected communication problems
(Heneker 2005).
• Studies have found that children with undetected language difficulties are more likely to
develop associated behavioural difficulties and mental health problems than their peers
with resulting criminal involvement in many cases (Clegg et al, 1999).
• Early screening and intervention for speech, language and communications difficulties
(SLCD) is vital. If underlying communication problems are not recognized early, the children
& young people who experience them can be misunderstood & misdiagnosed (Cross 2011).
What’s behind the behaviour?
Lisa Chapman (Specialist Speech & Language Therapist)
Email: lisa.chapman2@wales.nhs.uk
44 pupils with a primary diagnosis of SEBD aged 7 - 19 years were screened using the
following cognitive/language assessments:
• The Wide Ranging Intelligence Test) (WRIT) - to determine verbal (receptive &
expressive language) and non verbal (visual) abilities.
• The British Picture Vocabulary Scale) (BPVS) - to assess receptive vocabulary skills.
Each pupil’s range of language ability was scored using the following descriptive labels:
Severe, Moderate, Mild & Average.
Pre language screening - 18% (8 pupils) identified with language difficulties and 83% (36 pupils) had no language difficulties identified.
Post language screening - 75% (33 pupils) presented with mild to severe language difficulties. 7% (3 pupils) presented with a profile which
may indicate a possible specific literacy difficulty (Dyslexia). 18% (8 pupils) presented with age appropriate language skills.
 57% of pupils who were initially identified as having no
language difficulties showed some level of difficulty
understanding and/or using language - post language screen.
 The overall percentage of pupils with language difficulties (75%)
is in line with the current national average (60-95%, Cross 2011)
 It can be estimated that within a class of 8 pupils, around 6
pupils will have some level of language difficulty.
 7 out of the 33 pupils (21%) with language difficulties are
currently known to the local Youth Offending Service (YOS).
 It has highlighted the need for further staff training on
supporting speech and language difficulties . All staff will have
contact with at least one pupil with a language difficulty.
 A language screen to be integrated into the schools ‘Admissions
Assessment’ for new pupils entering the school to identify
undetected language and specific literacy difficulties.
 Language/Literacy groups to be set up to give additional support
to pupils with severe/moderate language difficulties.
 Increased support for pupils with language difficulties to access
outside agencies more effectively i.e. Youth Offending Service etc.
To determine the number of pupils aged 7 – 19 years with a diagnosis of Social, Emotional and Behavioural Difficulties (SEBD) who
have undetected language (receptive & expressive) difficulties, within a special school setting.
Cross,M. (2011) ‘Children with Social, Emotional and Behavioural Difficulties and Communication Problems’ (2nd Ed).
Clegg J. et al (1999) Life Sentence: What happens to children with developmental language disorders in later life? RCSLT Bulletin November
Heneker, S. (2005). "Speech and language therapy support for pupils with behavioural, emotional and social difficulties (BESD) ‐ a pilot project." British Journal of Special Education 32(2).