Health-Related Quality of Life for Children and Adolescents with Specific Language Impairment: A Cohort Study by a Learning Disabilities Reference Center

Abstract

ObjectivesTo assess the health-related quality of life (HRQOL) of children with specific language impairment (SLI).Study DesignIn a prospective sample at a Learning Disabilities Reference Center, proxy-rated HRQOL (KIDSCREEN-27) was assessed for children with SLI and unaffected children from January 1, 2014 to March 31, 2015. Quality of life predictors for children with SLI were evaluated by recording the length and number of speech therapy and psychotherapy sessions and the specific school organization that the children had participated in. The KIDSCREEN scores of the two groups were compared using nonparametric statistics.ResultsThe questionnaires were completed by the parents of 67 children with SLI and 67 unaffected children. For children with SLI, the mean HRQOL scores were significantly lower for physical and psychological well-being, autonomy and parent relation, social support, and school environment compared to the reference group, controlling for age and parental education (β = -6.7 (-12.7;-.7) P = 0.03, β = -4.9 (-9.5;-.3) P = 0.04, β = -8.4 (-14.2;-2.6) P = 0.005, β = -11.6 (-19.5;-3.7) P = 0.004, β = -7.1(-12.4;-1.7) P = 0.010, respectively). Multivariate analyses in the group of children with SLI found that children who had undergone psychotherapy sessions or who had been enrolled in specific schooling programs had reduced HRQOL scores in social support and school environment and that children who were in a special class had higher scores in physical well-being.ConclusionChildren with SLI had significantly lower HRQOL scores as compared to unaffected children. Measurement of HRQOL could serve as one of the strategies employed throughout the follow-up of these individuals to provide them with the most appropriate and comprehensive care possible.

A systematic review of quality of life research in medicine and health sciences

“…Our results showed that in 25% of the studies, the authors gave reasons for choosing an instrument. For instance, pointed Hubert-Dibon et al [17] out that they chose the KIDSCREEN-27questionnaire because the instrument provides a broad perspective on understanding of HRQOL, it includes five dimensions and requires only 10–15 min to complete, but still permits evaluation of the main components of HRQOL [17]. However, few studies have distinguished QOL from HRQOL, only 6% of the articles found in our study did so.…”

“…QOL research has been criticized for a lack of conceptual clarity and clear definition of QOL [8, 15–17]. In this snapshot review, most articles had a low-quality score according to the criteria of Gill and Feinstein [5, 8].…”

Quality of life in children with developmental language disorder

“…Studies focused on QoL in children with communication impairments, ranging in age from birth to 18 years, consistently find negative impacts on social functioning, e.g., difficulties getting along with others (Feeney et al 2012), as well as difficulties in psychosocial well-being and school functioning (Hubert-Dibon et al 2016, McKean et al 2017. Interpersonal relations, participation in school and play activities, learning, socializing, and behaviour were all identified as areas of concern by parents and clinicians describing children's (2-5 years) well-being in open-ended survey questions before starting therapy (n = 210) (Thomas-Stonell et al 2009).…”

“…), as well as difficulties in psychosocial well‐being and school functioning (Hubert‐Dibon et al . , McKean et al . ).…”

Is atypical rhythm a risk factor for developmental speech and language disorders?

“…For example, epidemiological approaches involving screening large numbers of children consistently show prevalence rates of 7–8% for developmental language disorder (DLD; Tomblin et al, 1997 ), but only parents of a quarter of these children were aware their child had a speech or language problem. These low identification rates are relevant because speech/language disorders cause life-long difficulties in academic, social, and economic domains ( Baker & Ireland, 2007 ; Beitchman, Nair, Clegg, & Patel, 1986 ; Cantwell & Baker, 1987 ; Catts, 1993 ; Conti-Ramsden, Durkin, Toseeb, Botting, & Pickles, 2018 ; Hall & Tomblin, 1978 ; Hubert-Dibon, Bru, Le Guen, Launay, & Roy, 2016 ; Law, Rush, Schoon, & Parsons, 2009 ; Paul & Cohen, 1984 ; Rice, Sell, & Hadley, 1991 ). Children with dyslexia and DLD are also far more likely to enter into the juvenile justice system ( Snow, 2019 ).…”