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Purpose: This systematic review and meta-analysis estimates the overall language skills of youth offenders involved with the juvenile justice system. Given the importance of this population, identifying avenues through which we can increase the likelihood of successful interventions is a necessary societal effort. Method: Eighteen studies, representing data from 3,304 individuals, contributed 82 effect sizes to the current analytic sample. We used random-effects models to estimate the overall mean effect size metric to address each research question and fit meta-regression models for each moderator analysis. Results: Results yielded that youth offenders presented with significantly lower language skills than their nonoffending peers ( g = −1.26). Furthermore, high proportions of the present meta-analytic sample were classified as youth with moderate (50%) and severe (10%) language disorders. In general, differences in language skills did not vary as a function of age, gender, or language measure type. We did detect significant differences as a function of sample country and type of peer comparison group. Conclusions: This meta-analysis reports on the significantly compromised language skills of youth offenders. We conclude with a discussion of the findings and consideration of the implications for research and practice.

The purpose of this exploratory study was to examine the extent that school-based speech-language pathologists (SLPs) received behavior management training and experience challenging behavior. We developed a web-based survey to address our research aims, and recruited participants via online community boards and social media. A sample of 233 school-based SLPs reported minimal focus on behavior management in their undergraduate and graduate programs, and that they often experience challenging behavior when delivering services. We conclude by inviting colleagues, both researchers and practitioners, to continue discussion around (a) the need for adequate behavior management training, (b) the potential promise of collaborative efforts between teachers, SLPs, and other related service providers, and (c) educators’ responsibilities to ensure that children and youth who receive special education services have access to the curriculum and demonstrate educational progress.

Students’ language skills are a foundational component to their overall success, indicating the importance of rich language environments in classrooms. It is critical for teachers to understand how to create an environment aimed at maximizing language as they’re likely to have students with language disorders in their classroom. Typically, teachers receive minimal training on students with language disorders and how to support them academically. This paper discusses the significance of interdisciplinary collaborative relationships between speech-language pathologists (SLPs) and general education teachers to achieve a language rich environment in the classroom. We (a) introduce the essential components to an effective SLP-teacher partnership, (b) address barriers and provide plausible solutions, (c) overview common types of language disorders, (d) provide tips on how to use language-supportive strategies, and (e) discuss different types of effective partnerships to support students.

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