References
- All Party Parliamentary Group on Speech and Language Difficulties. (2013). The links between speech, language and communication needs and social disadvantage. Retrieved from https://www.rcslt.org/governments/docs/all_party_parliamentary_group_on_slcn_inquiry_report
- Atkinson, C., Corban, I., & Templeton, J. (2011). Educational psychologists' use of therapeutic interventions: Issues arising from two exploratory case studies. Support for Learning, 26(4), 160–167. doi:10.1111/j.1467-9604.2011.01496.x
- Benner, G.J., Nelson, J. R., & Epstein, M. H. (2002). Language skills of children with EBD: A literature review. Journal of Emotional and Behavioural Disorders, 10, 43–56. 10.1177/106342660201000105
- Botting, N., & Conti-Ramsden, G. (2008). The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI. British Journal of Developmental Psychology, 26, 281–300. Retrieved from http://www.nuffieldfoundation.org/young-people-sli-compulsory-education-adult-life. 10.1348/026151007X235891
- Clegg, J., Stackhouse, J., Finch, K., Murphy, C., & Nicholls, S. (2009). Language abilities of secondary age pupils at risk of school exclusion: A preliminary report. Child Language Teaching and Therapy., 25, 123–139. doi:10.1177/0265659008098664
- Conti-Ramsden, G., Mok, P.L.H., Pickles, A., & Durkin, K. (2013). Adolescents with a history of specific language impairment (SLI): Strengths and difficulties in social, emotional and behavioural functioning. Research in Developmental Disabilities, 34(11), 4161–4169. doi:10.1016/j.ridd.2013.08.0
- Creswell, J.W. (2009). Research design qualitative, quantitative, and mixed methods approaches (3rd ed.). London: Sage Publications Inc.
- Creswell, J.W., & Plano Clark, V.L. (2011). Designing and conducting mixed methods research (2nd ed.). London: Sage Publilcations Inc.
- Department for Children, Schools and Families. (2008a). The Bercow report a review of services for children and young people (0–19) with speech language and communication needs. Retrieved from https://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/Bercow-Summary.pdf
- Department for Children, Schools and Families. (2008b). Better communication an action plan to improve services for children and young people with speech, language and communication needs. Retrieved from https://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/Better_Communication.pdf
- Department for Children, Schools and Families. (2009). Learning behaviour lessons learned a review of behaviour standards and practices in our schools. Retrieved from https://www.educationengland.org.uk/documents/pdfs/2009-steer-report-lessons-learned.pdf
- Department for Communities and Local Government. (2010). Policy paper: 2010-15 government policy; support for families. Retrieved from: https://www.gov.uk/government/publications/2010-to-2015-government-policy-support-for-families/2010-to-2015-government-policy-support-for-families
- Department for Education. (2008). Primary and Secondary Inclusion Development Programme: Teaching and supporting pupils with speech, language and communication needs. CDROM
- Department for Education. (2010). Primary and Secondary Inclusion Development Programme: Supporting pupils with Behavioural, Emotional and Social Difficulties. Retrieved from https://www.idponline.org.uk/psbesd/fscommand/launch.html?besd
- Department for Education. (2014) Behaviour and discipline in schools advice for head teachers and school staff. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/393770/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_school_staff_080115.pdf
- Department for Education. (2015). Special educational needs and disability code of practice: 0-25 years statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf
- Department for Education. (2016a). Permanent and fixed-period exclusions in England: 2014-15 Main Text: SFR26/2016 retrieved from https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2014-to-2015
- Department for Education. (2016b). Standards for teachers’ professional development Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/537031/160712_-_PD_Expert_Group_Guidance.pdf
- Department for Education. (2016c). A framework of core content for initial teacher training (ITT). Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536890/Framework_Report_11_July_2016_Final.pdf
- Department for Education and Science. (2005). Learning behaviour practitioners group on school behaviour and discipline. Retrieved from cw.routledge.com/textbooks/9780415485586/data/Behaviour-TheSteerReport
- Farmer, T., Robinson, K., Elliott, S. J., & Eyles, J. (2006). Developing and implementing a triangulation protocol for qualitative health research. Qual Health Res, 16, 377–394. doi:10.1177/1049732305285708
- Finlay, L. (2002). “Outing” the researcher: The provenance, process, and practice of reflexivity. Qualitative Health Researcher, 12(4), 531–545. doi:10.1177/104973202129120052
- Gove, M., & Truss, E. (2013). Policy school behaviour and discipline. Retrieved from https://www.gov.uk/government/policies/improving-behaviour-and-attendance-in-schools
- Hartshorne, M. (2006). I can talk series – issue 2 the cost to the nation of children’s poor communication. London: I CAN. Retrieved from https://www.ican.org.uk/~/media/Ican2/Whats%20the%20Issue/Evidence/2%20The%20Cost%20to%20the%20Nation%20of%20Children%20s%20Poor%20Communication%20pdf.ashx.
- Hartshorne, M. (2011). I can talk series – issue 10 speech, language and communication in secondary age pupils. London: ICAN. Retrieved from https://www.ican.org.uk/~/media/Ican2/Whats%20the%20Issue/Evidence/ICAN_TalkSeries10.ashx.
- House of Commons Education Committee Behaviour and Discipline in Schools. First Report of the Session 2010–11. Retrieved from https://www.publications.parliament.uk/pa/cm201011/cmselect/cmeduc/516/51602.htm
- Joffe, V. L., & Black, E. (2012). Social, emotional and behavioural functioning of secondary school students with low academic and language performance: Perspectives from students, teachers and parent. Language, Speech and Hearing Services in Schools, 43, 461–473. doi:10.1044/0161-14612012/11-0088
- Law, J., Lee, W., Roulstone, S., Wren, Y., Zeng, B., & Lindsay, G. (2012). ‘What works’: Interventions for children and young people with speech, language and communication needs. London: DFE. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/219623/DFE-RR247-BCRP10.pdf.
- Lindsay, G., Cullen, M.,Cullen, S.M., Dockrell, J.E., Strand, S., Arweck, E., … Goodlad, S. (2011). Evaluation of impact of DfE investment in initiatives designed to improve teacher workforce skill in relation to SEN and disabilities. London: Department of Education. (Research Report: DFE-RR115). Retrieved from https://www.gov.uk/government/publications/evaluation-of-impact-of-dfe-investment-in-initiatives-designed-to-improve-teacher-workforce-skills-in-relation-to-sen-and-disabilities
- Lindsay, G., Dockrell, J., Law, J. and Roulstone, S. (2012). Better communication research programme: Improving provision for children and young people with speech, language and communication needs. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/219622/DFE-RR247-BCRP1.pdf
- Lindsay, G., & Dockrell, J. E. (2012). Longitudinal patterns of behavioural, emotional and social difficulties and self concepts in adolescents with a history of specific language impairment. Language Speech and Hearing Services in Schools, 43, 445–460. 10.1044/0161-1461(2012/11-0069)
- Lindsay, G., Dockrell, J.E., & Strand, S. (2007). Longitudinal patterns of behaviour problems in children with specific speech and language difficulties: Child and contextual factors. British Journal of Educational Psychology, 77, 811–828. doi:10.1348/000709906X171127
- Morgan, N. (2015). New reforms to raise standards and improve behaviour. Retrieved from https://www.gov.uk/government/news/new-reforms-to-raise-standards-and-improve-behaviour
- Ripley, K., & Yuill, N. (2005). Patterns of language impairment in boys excluded from school. British Journal of Educational Psychology, 75, 37–50. doi:10.1348/000709905X27696
- Schmolck, P. (2014). PQMethod (version 2.35). Retrieved from https://schmolck.userweb.mwn.de/qmethod/downpqwin.htm
- St Clair, M.C., Pickles, A., Durkin, K., & Conti-Ramsden, G. (2011). A longitudinal study of behavioural, emotional and social difficulties in individuals with a history of specific language impairment (SLI). Journal of Communication Disorders, 44, 186–199. doi:10.1016/j.jcomdis.2010.09.004
- Starling, J., Munro, N., Togher, L., & Arciuli, J. (2011). Recognising language impairment in secondary school student populations. Australian Journal of Learning Difficulties, 16(2), 145–158. 10.1080/19404158.2011.586712
- Stenner, P., Cooper, D., & Skevington, S.M. (2003). Putting the Q into quality of life; the identification of subjective constructions of health related quality of life using Q methodology. Social Science and Medicine, 57, 2161–2172. doi:10.1016/S0277-9536(03)00070-4
- Stephenson, W. (1935). Technique of factor analysis. Nature, 136, 297. 10.1038/136297b0
- Stiles, M. (2012). ‘Do we make ourselves clear?’ Developing a social, emotional and behavioural difficulties (SEBD) support service’s effectiveness in detecting and supporting children experiencing speech, language and communication difficulties (SLCD). Emotional and Behavioural Difficulties, 18(2), 213–232. doi:10.1080/13632752.2012.716573
- Stringer, H., & Lozano, S. (2007). Under identification of speech and language impairment in children attending a special school for children with emotional and behavioural disorders. Educational and Child Psychology, 24(4), 9–19. Retrieved from http://shop.bps.org.uk/publications/publication-by-series/educational-and-child-psychology/educational-child-psychology-vol-24-no-4-2007-language-impairments-their-impact-on-educational-progress.html
- The Elton Report. (1989). Discipline in schools. London: HMSO. Retrieved from https://www.educationengland.org.uk/documents/elton/elton1989.html
- Training and Development Agency. (2009). SEN and disabilities training toolkit SEN. Retrieved from https://webarchive.nationalarchives.gov.uk/20111218081624/https:/tda.gov.uk/teacher/developing-career/sen-and-disability/sen-training-resources/one-year-itt-programmes/subject-booklets.aspx
- Watts, S., & Stenner, P. (2012). Doing Q methodological research theory, method and interpretation. London: Sage Publilcations Ltd. 10.4135/9781446251911
- Whitehouse, A.J.O., Watt, H.J., Line, E.A., & Bishop, D.V.M. (2009). Adult psychosocial outcomes of children with specific language impairment, pragmatic language impairment and autism. International Journal of Language and Communication Disorders., 44(4), 511–528. doi:10.1080/13682820802708098
- Yew, S. G. K., & O’Kearney, R. (2013). Emotional and behavioural outcomes later in childhood and adolescence for children with specific language impairments: Meta analyses of controlled prospective studies. Journal of Child Psychology and Psychiatry, 54(5), 516–524. doi:10.1111/jcpp.12009