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Supporting social, emotional and mental health and well-being: Roles of speech-language pathologists
www.speechpathologyaustralia.org.auJCPSLP
Volume 19, Number 3 2017
125
KEYWORDS
BEHAVIOUR
LANGUAGE
LITERACY
PROFESSIONAL
COLLABORATION
SEBD
THIS ARTICLE
HAS BEEN
PEER-
REVIEWED
Hannah Stark
primary school-aged students with SEBD (including an
overview of current provisions), and the issues associated
with the identification and remediation of language and
literacy difficulties in this population. Second, clinical
insights, including a description of current educational
provisions, and a rationale behind the delivery of a speech
pathology service for this student population is offered.
This is followed by the author’s reflections upon the early
implementation of a service within a specialist school for
students with SEBD.
Review of the literature
Conceptualising classroom behaviour
The affective states of students, such as increased anger,
anxiety, emotional lability, depressed mood, signs of
trauma, a lack of empathy or an inability to cope, and their
associated behavioural manifestations, can present
challenges to teachers and SLPs within classroom or
clinical settings (Cross, 2011; Todis, Severson, & Walker,
1990). These associated behavioural manifestations may be
externalising (for example, aggression towards peers) and/
or internalising (for example, the avoidance of peers) (see
Table 1), and it is important to note that these behaviour
types are not mutually exclusive (Todis et al., 1990).
Disruptive or unproductive behaviours in the classroom are
limited only by a student’s imagination, but commonly
While the adage “behaviour is
communication” is frequently used in speech-
language pathology practice, the interactions
between communication and behaviour are
often poorly understood in practice in
Australian primary schools. This article will
provide an overview of how classroom
behaviour is conceptualised including
existing literature about the communication
profiles and needs of primary school students
with social, emotional and behavioural
difficulties (SEBD). Current education
provisions for these students will also be
discussed. Clinical insights from a pilot trial
of a speech-language pathology program in a
specialist unit for primary school age children
with SEBD will be offered, along with
recommendations for speech-language
pathologists (SLPs) who assess, support and
advocate for this population.
P
rimary school age students with social, emotional
and behavioural difficulties (SEBD) are a cause of
great concern to teachers and school administrators
(Armstrong, Elliott, Hallett, & Hallett, 2016; Graham, Sweller,
& Van Bergen, 2010; Stringer & Lozano, 2007; Tommerdahl
& Semingson, 2013; Van Bergen, Graham, Sweller, & Dodd,
2015). Even though most speech-language pathologists
(SLPs) who work in primary school settings will have
students in their caseload who present with behavioural
difficulties, it is suggested that, for a number of reasons,
speech-language pathology services are not sufficiently
accessible to vulnerable students, including those with
SEBD (Cross, 2011; Hollo, Wehby, & Oliver, 2014; Snow,
Powell, & Sanger, 2012; Stringer & Lozano, 2007). The
Speech Pathology Australia
Speech Pathology Services in
Schools
Clinical Guidelines (2011) recommend “that SLPs
working in schools continue to advocate for involvement in
less well recognised fields such as behaviour management,
mental health” (p. 21). Six years on, involvement of SLPs in
the support of students with SEBD in schools continues to
be an emerging area of practice in Australia.
This article first provides an overview of the literature,
including the conceptualisation of problematic classroom
behaviour, the prevalence and communication profiles of
The role of the speech-language
pathologist in supporting primary
school students with social, emotional
and behavioural difficulties
Clinical insights
Hannah Stark
Externalising classroom
behaviours
Aggressive behaviour towards
objects or persons
Arguing
Forcing the submission of others
Defying the teacher
Being out of the seat
Not complying with teacher
instructions or directives
Having tantrums
Being hyperactive
Disturbing others
Stealing
Refusing to follow teacher or
school imposed rules
Table 1. Examples of externalising and internalising
classroom behaviours
Internalising classroom
behaviours
Low or restricted activity levels
Not talking with other children
Shyness
Timidity or unassertiveness
Avoidance or withdrawal from
social situations
Preference to play or spend time
along
Fearful behaviour
Avoidance of games and
activities
Unresponsiveness to social
initiations by others
Not standing up for oneself
Source: Todis et al., 1990