ABSTRACT
This chapter examines the research on interventions to improve social communication skills in children with language impairment (LI). It discusses the social communication problems of children with a primary diagnosis of LI. In the literature, almost all of the children have been identified with LI based on their performance on standardized measures of language. The chapter explains the social communication difficulties that these children experience with an emphasis on social and emotional learning. It focuses on the evidence-based practice and reviewing the work that investigated the efficacy of interventions with the children. It discusses the influence of stakeholders and the important contexts in which the child interacts with others. Stakeholders are the prominent people in the child's life. Stakeholders include the child's family members, teachers, special service providers, and others who have an interest in the child's welfare. This chapter discusses the work to improve the social and emotional learning of developing children.
