The effects of the Language for Learning programme on the social adjustment of kindergarten children

ABSTRACT

The results of previous research on the Language for Learning programme suggest that it produces positive effects on the intellectual, language, and social skills of young children with and without disabilities [Benner, G. J., Trout, A., Nordness, P. N., Nelson, J. R., Knobel, M. L., Epstein, A.,…Epstein, M. H. (2002). The effects of the language for learning program on the receptive language skills of kindergarten children. Journal of Direct Instruction, 2(2), 67–74. Waldron-Soler, K. M., Martella, R. C., Marchand-Martella, N. E., Tso, M. E., Warner, D. A., & Miller, D. E. (2002). Effects of a 15-week language for learning implementation with children in an integrated preschool. Journal of Direct Instruction, 2(2), 75–86)]. The purpose of this study was to assess the effects of Language for Learning on the social adjustment (i.e. social skills, problem behaviours, and academic competence) of a sample of kindergarten children. A quasi-experimental design was used to compare the social adjustment of 21 children who received the Language for Learning programme with 24 children enrolled in the comparison group. Results indicated that instruction with the Language for Learning programme produced statistically significant effects on the social skills of children and educationally meaningful effect sizes on problem behaviour outcomes. Results, limitations, and implications are discussed.

KEYWORDS:

• Language for learning
• social adjustment
• kindergarten children

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributors

Gregory, J. Benner, Ph.D., professor and Executive Director of the Center for Strong Schools at the University of Washington – Tacoma. He specializes in preventive, systemic, and sustainable approaches for meeting the needs of the whole child, particularly those with emotional and behavioral disorders.

Songtian Zeng, M.S.E., BCBA, doctoral candidate and research associate of the Center for Strong Schools at the University of Washington – Tacoma. His research focuses on evidence-based practices for young children with Autism Spectrum Disorders (ASD), Emotional and Behavior Disorders (EBD), and related disabilities.

Additional information

Funding

Preparation of this manuscript was supported in part by a grant (No. H325D990035) from the U.S. Department of Education, Office of Special Education Programs. Opinions expressed do not necessarily reflect the position of the U.S. Department of Education, and no endorsement should be inferred. Requests for copies of this manuscript should be addressed to Gregory J. Benner, Ph.D. University of Washington Center for Strong Schools, Box 358435 Tacoma, WA 98402.