الفهرس 
Specific Language Impairment (SLI)Only 14 pages are availabe for public view
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Abstract
Specific language impairment (SLI) occurs when children present language maturation, at least 12 months behind their chronological age in the absence of sensory or intellectual deficits, pervasive developmental disorders, evident cerebral damage, and adequate social and emotional conditions (Hage et al., 2006).
With an estimated prevalence of 7.4% in kindergarten children, specific language impairment is a common childhood developmental disorder (Tomblin et al., 1997).
Behavior problems are often subdivided into internalizing and externalizing difficulties. Co-occurring difficulties with language delays have been found both for internalizing problems (Irwin et al., 2002), and externalizing problems (Menting et al., 2011).
Internalizing behaviors are actions that are taken out toward the self, in regards to this harmful action of internalizing behavior a person may hurt him or herself and not lash out on others. The symptoms of internalizing behavior are depression, anxiety, somatic complaints and withdrawal (Perle et al., 2013). Externalizing behaviors are the reverse actions of internalizing behavior, as a result lashing outward at others by aggression, violence, defiant and criminal behaviors are the outcomes of these symptoms (Jianghong, 2004). There is a general consensus that there are two main types of externalizing problems. These are problems related to inattention and hyperactivity.
Internalizing problems (emotional problems) have been much less studied than externalizing problems (disruptive problems) in early childhood. There are a number of reasons for this, including the inability of young children to communicate easily about their emotions, or to attract the attention of adults. Furthermore, there are difficulties in distinguishing developmentally normal emotions (e.g., fears, crying) from more severe and prolonged anxiety or misery that might constitute a disorder. This is especially difficult in the early years, when children undergo rapid changes in the development of emotions, and in their ability to communicate these to others (Egger and Angold, 2006).
Cohen (2001) suggests substantial co morbidity of language delay and behavioral/emotional problems. About half of children in mental health clinics have language impairment, and about half of children seen in speech-language clinics or classrooms for children with language problems have a behavioral or emotional disorder.
So early identification of emotional behavioral deficits is important because “Preschoolers with early emergent behavior problems are likely to evidence serious behavior problems (Duncan et al.,1994; Stormont, 2002), social skill deficits (Mendez et al., 2002), and academic difficulties (Tomblin et al., 2000) later in life” (Qi and Kaiser, 2003). Thus appropriate support services is needed for these children to better manage their behaviors and emotions in order to continue making appropriate language gains and improve their social functioning across all settings.