Previous research has focused on the close association between speech and language
difficulties and emotional and behavioural difficulties. However, little attempt has
so far been made to examine this relationship in children with emotional or
behavioural difficulties who are at risk of exclusion or who have been excluded from
school. In particular there are no data on the impact of speech and language
interventions on this group of children. This study tests the hypothesis that
children with emotional or behavioural difficulties currently excluded from school
or at risk of exclusion, receiving intervention for their language and
communications skills, would make significant progress both in terms of language,
self esteem and behaviour in relation to a comparison group. Children made
significant progress as a result of treatment compared to no-treatment, in the areas
of language and social communication skills, and self esteem. The data suggest that,
in the short term at least, the type of intervention carried out had beneficial
effects for the children concerned. Implications for practice for speech and
language therapists and teachers working with this client group are also discussed.
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