___

Baker, L., & Cantwell, D. P. (1987). Comparison of well, emotionally disordered, and behavioral disordered children with linguistic problems. Journal of the American Academy of Child and Adolescent Psychiatry,26, 193-196.

Benner, G. J., Nelson, J. R., & Epstein, M. H. (2002). Language skills of children with EBD: A literature review. Journal of Emotional & Behavioral Disorders, 10(1), 43-59.

Benner, G. J., Rogers-Adkinson, D., Mooney, P., & Abbott, D.A. (2007). An investigation of the relationship between receptive language and social adjustment in a general sample of elementary school children.The Journal of At- Risk Issues, 13,(1), 13-21.

Brinton, B., & Fujiki, M. (1993). Clinical forum: Language and social skills in the school-age population. Languages, Speech, and Hearing Services in Schools, 24, 194-198.

Campbell, P. H., & Halbert, J. (2002). Between research and practice: provider perspectives on earlyintervention. Topics in Early Childhood Special Education, 22(4), 213-226.

Educational Marketer (2006, June 19).State funded pre-k movement continues momentum.

Fantuzzo, J., Stoltzfus, J., Lutz, M.N., Hamlet, H., Balraj, V., Turner, C., & Mosca, S. (1999). An evaluation of the special needs referral process for low-income preschool children with emotional and behavioral problems. Early Childhood Research Quarterly, 14(4), 465-482.

Griffith, P. L., Rogers-Adkinson, D. L., & Cusick, G. M. (1997). Comparing language disorders in two groups of students with severe behavioral disorders. Behavioral Disorders, 22(3), 160-166.

Hallahan, J. K. & Kauffman, D. P. (2009).Exceptional Learners: Introduction to special education. (11th Ed.). Pearson: Boston, MA.

Hart, X. I., Fujiki, M, & Briton, B. (2005). The relationship between social behavior and severity of language impairment.Journalof Speech, Language, and Hearing Research, 47(3), 647-662.

Hester, P. P., Baltodano, H. M., Hendrickson, J. M., Tonelson, S. W., Conroy, M. A., & Gable, R. A. (2004). Lessons learned from research on early intervention: What teachers can do to prevent children's behavior problems. Preventing School Failure, 49(1), 5-10.

Hooper, S., Roberts, J. E., Zeisel, S. A., & Poe, M. (2003). Core language predictors of behavioral functioning in early elementary school children: Concurrent and longitudinal findings. Behavioral Disorders, 29(1), 10-24.

Hummel, L. J. & Prizant, B. M. (1993). A socioemotional perspective for understanding social difficulties of school-age children with language disorders. Language, Speech, and Hearing Services in Schools, 24, 216-224.

Hresko, W. P., Reid, D. K., & Hammill, D. D. (1999). Test of Early Language Development (3 ed.). ProEd. Inc., Austin, TX. rd

Kaiser, A. P., Hancock, T. B., Cai, X., Foster, E. M., & Hester, P. P. (2000). Parent- reported behavioral problems and language delays in boys and girls enrolled in Head Start classrooms. Behavioral Disorders, 26(1), 26–41.

Kaiser, A. P., Cai, X., Hancock, T. B., & Foster, E. M. (2002). Teacher-reported behavior problems and language delays in boys and girls enrolled in Head Start.Behavioral Disorders,28(1), 23-39.

Mandlawitz, M. (2007). What every teacher should know about IDEA laws and regulations. Pearson: Boston, MA.

McCabe, P. (2005). Social and behavioral correlates of preschools with specific language impairment. Psychology in the Schools, 42(4), 373-387.

McCabe, P. C. & Marshall, D. J. (2006). Measuring the social competence of preschool children with specific language impairment: Correspondence among informant ratings and behavioral observations. Topics in Early Childhood Special Education, 26(4), 234-246.

Merrell, K. W. (1994). Preschool and Kindergarten Behavior Scales. Clinical Psychology Publishing Co., Inc.: Brandon, VT.

Nelson, J. R., Benner, G. J., & Cheney, D. (2005). An investigation of the language skills of students with emotional disturbance served in public school settings. The Journal of Special Education, 39(2), 97-105.

Nelson, J. R., Benner, G. J., & Rogers-Adkinson, D. L. (2005). An investigation of the characteristics of K-12 students with co-morbid emotional disturbance and significant language deficits served in public school settings. Behavioral Disorders, 29(1), 25-43.

Páez, M. & Rinaldi, C. (2006). Predicting English word reading skills for Spanish speakers in first grade. Topics in Language Disorders, 26(4), 338-350.

Prizant, B. (1999). Early intervention: Young children with communication and emotional/behavioral problems. In Rogers-Adkinson, D.L., Griffith, P. L. (Eds.), Communication and Psychiatric Disorders in Children: Theory and Intervention (pp. 295-342). San Diego, CA: Singular Publishing.

Qi, C. H., & Kaiser, A. P. (2003). Behavior problems of preschool children from low- income families: review of the literature. Topics in Early Childhood Special Education, 23(4), 188-216.

Qi, C. H., & Kaiser, A. P. (2004). Problem behaviors of low-income children with language delays: An observation study. Journal of Speech, Language and Hearing Research, 47, (3), 595-609.

Redmond, S. M. & Rice, M. L. (2002). Stability of behavioral rating of children with LII.Journal of Speech, Language, and Hearing Research, 45(1), 190-201.

Rinaldi, C. (2003). Language competence and social behavior of children with emotional and behavior disorders [Special Issue]. Behavioral Disorders, 29(1), 34-42.

Rinaldi, C. & Páez, M. (2008). Preschool matters: Predicting reading difficulties for Spanish-speaking students in first grade. Learning Disabilities: A Contemporary Journal, 6(1), 71-86.

Rogers-Adkinson, D. L. & Hooper, S. (2003). The relationship of language and behavior: Introduction to the special issue. Behavioral Disorders, 29(1), 5-9.

Rous, B. (1999). An evaluation of the special education referral process.Early Childhood Research Quarterly, 14(4), 485-487.

Spira, E. G., Bracken, S. S., & Fischel, J. E., (2005). Predicting improvement after first- grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41(1), 225-234.

Stanton-Chapman, T. L., Chapman, D. A., Kaiser, A., P., & and Hancock, T. B. (2004). Cumulative risk and low-income children's language development. Topics in Early Childhood Special Education, 24, (4), 227-37.

Stormont, M., Lewis, T. J., & Covington Smith, S. (2005). Behavior support strategies in preschool settings: Teachers’ supports and feasibility ratings. Journal of Positive Behavioral Interventions, 7(3), 131-139.

Tomblin, J. B., Zhang, X., Buckwalter, P., & Catts, H. (2000).The association of reading disability, behavioral disorders and language impairment among second-grade children.Journal of Child Psychology and Psychiatry, 41, 473-482.

Trautman, R. C., Giddan, J. J. & Jurs, S. G. (1990). Language risk factor in emotionally disturbed children within a school and day treatment program. Journal of Childhood Communication Disorders, 13(2), 123-133.

U.S. Office of Education (USOE). (2006). Assistance to states for the education of children with disabilities and preschool grants for children with disabilities; final rule.Federal Register, 71 (41), S300.807-300-308.

Vaughn, S., Mathes, P. G., Linan-Thompson, S., & Francis, D. J. (2005). Teaching English language learners at risk for reading disabilities to read: Putting research into practice. Learning Disabilities Research & Practice, 20(1), 58-67.

Warr-Leeper, G., Wright, N. A., & Mack, A. (1994). Language disabilities of antisocial boys in residential treatment.Behavioral Disorders, 19, 159-169.