Abstract
This case study of a preadolescent boy with severe expressive and receptive language impairments illustrates treatment focused on the functional limitations on the child's daily academic activities and social participation. Treatment goals incorporated language comprehension objectives into the student's reading program and language use objectives into peer recreation and life skill activities. This case study expands discussion of the World Health Organization's biopsychosocial model of functioning, disability, and health to suggest its value as a framework for rationalizing treatment decisions for chronic language disorders through childhood and adolescence.