ABSTRACT
Children with language impairments are at increased risk for social-emotional difficulties that affect their ability to participate effectively with peers and to establish quality friendships. Assessment of children with language impairments should include evaluation of their social-emotional status. A variety of methods are available for assessment of social-emotional status: rating scales, sociometrics, self-reports/interviews, and observations. Information gathered about social-emotional status should be incorporated into therapeutic goals for children with language impairments.
KEYWORDS
Social-emotional - specific language impairment - assessment
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Carol WestbyPh.D.
University of New Mexico, Albuquerque, NM
eMail: carol_westby@att.net
