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Language impairment and school-to-prison pipeline (1)
Jared is a 16-year-old and the youngest child in his family. He has struggled in school and been seen in detention many times throughout his sophomore year of high school. Jared does not interact well with his peers and is very clumsy and defensive in social interactions. Jared tried to steal a friend’s car over the summer break and is starting his junior year in a juvenile detention center. The communication professionals visit Jared to provide services spelled out in his IEP.

This case study centers around language impairment and the school-to-prison pipeline. What does a communication professional need to know in order to best serve Jared?

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This video talked about what the school-to-prison pipeline is. This is when certain students are punished and get put on this track toward the criminal justice system. These students may be disruptive during class or have a disability or a mental health disorder. Some teachers may treat these students differently than others and when this pipeline starts, the students are sent out of the classroom, either for detention, in-school suspension, or out-of-school suspension. When this happens, students are missing out on opportunities for learning and growing their knowledge. To make a change and disrupt this pipeline, some schools have started creating programs for those with either disabilities, difficulty learning while in class, or have a certain disorder, feel more comfortable and have an environment where they are learning to the best of their ability, and can create their own path.

The relevance of this media helps us to understand what exactly school-to-prison pipeline is, who is affected by it, how it usually starts, how it could end/stop before it even starts, what programs are being created in schools to help prevent sending students through/to this pipeline.

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Disorders of Language and Literacy in the Prison Population: A Scoping Review

·        Language and literature disorders in prisoners

·        Those who experience unrecognized oral language impairments are typically those who are socially and educationally marginalized.

·        Morton and Frith’s Model of Development: views developmental disorders from a perspective of 4 levels.  [KA1]

o   Behavioral level- what is observable (slow reading, poor spelling)

o   Cognitive- these may be caused be deficits in cognitive (poor phonological processing or deficits in working memory)

o   Biological- cognitive may be caused by this (genetic factors or brain function)

o   Environmental- this affects the past three levels, (SEF or learning environments)

·        States prisoners have too many background variables when doing research with prisoners to conclude.

[KA1]Language, writing, and reading disorders can be understood as this. Typically used as a order to represent theories of developmental disorders.

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Morken, F., Jones, L. Ø., & Helland, W. A. (2021). Disorders of Language and Literacy in the Prison Population: A Scoping Review. Education Sciences, 11.

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Prevalence of Language Problems Among Adolescent Delinquents:

·        Individuals in prisons are underserved

·        Knowing one’s background and themes when speaking to certain populations are important to highlight

·        Found 22% of those involved in the study who did not meet the eligibility for language services, became candidates during the study

·        The children may know what to say in a conversation but lack pragmatic skills.

·        Need for services was not identified prior to arrest.

·        Typically are aware there is a problem.

·        Were not able to find synonyms and antonyms well.

o   Also could not explain importance

·        Trouble with comprehension

·        Social interactions are hard due to the lack of conversational knowledge, but this was viewed as behavior.

·        Conclusion, get SLPs involved when there are many behavioral outbursts

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Sanger, D., Moore-Brown, B., & Magnuson, G. (2001). Prevalence of Language Problems among Adolescent Delinquents: A Closer Look. Communication Disorders Quarterly, 23(1), 17–26.

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Characteristics of Communication in Population 

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Characteristics of Communication in Population 

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With pragmatic language disorders linked to behavior, we typically see:

Outbursts

Trouble with social interactions

Problems with authority

Underserved and underrepresented

Lack of support

Socio-economic status

Hyperactivity

Paired with ADHD or Dyslexia

Trouble with comprehension

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Considerations for Speech, Language, or Hearing Intervention 

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Considerations for Speech, Language, or Hearing Intervention 

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Introduce him to services a couple times a week.

Speech Pathology

Guidance Counselor

Teachers

Social Training Skills

Role playing scenarios

Direct instruction on pragmatic skills

Visual aids

Positive and Negative Assertion

Talking to Jared about his troubles with school, language, home.

Stress reduction

Client-centered therapy

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Disability Rights North Dakota. (2022, July 22). School to prison pipeline. [Video]. YouTube. https://www.youtube.com/watch?v=oJn3h4_rN1I

Paul, D., & Murray, D. (n.d.). Social (pragmatic) communication disorder. Autism Speaks. https://www.autismspeaks.org/expert-opinion/social-pragmatic-communication-disorder#:~:text=Professional%20help%20is%20crucial,skills%20he's%20learning%20in%20therapy.