Seven-Year Follow-up of Speech/Language-Impaired and Control Children: Speech/Language Stability and Outcome

Beitchman, Joseph H.; Brownlie, E. B.; Inglis, Alison; Wild, Jennifer; Mathews, Rachel; Schachter, Debbie; Kroll, Robert M.; Martin, Susan; Ferguson, Bruce; Lancee, William J.

doi:10.1097/00004583-199411000-00015

Cited by 62 publications

(41 citation statements)

References 10 publications

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“…Substantial research has demonstrated the persistence of language and communication difficulties throughout childhood and adolescence (Beitchman et al, 1994;Stothard et al, 1998) and into adulthood (Tomblin et al, 1992;Johnson et al, 2010;Beitchman et al, 2014). Other studies have demonstrated differential trajectories of children with different types of language and communication difficulties, whereby those children with impaired speech had a better prognosis than children with impaired language (Beitchman et al, 1996).…”

Section: Language Impairment As a Risk Factormentioning

confidence: 99%

Children with Language Impairment: Prevalence, Associated Difficulties, and Ethnic Disproportionality in an English Population

Lindsay

Strand

2016

Front. Educ.

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Language impairment (LI) is one of the most common types of special educational needs (SENs), not only as a child's primary need but also as a secondary domain associated with other types of SENs. LI is a risk factor for children's later development, being associated with enhanced behavioral, emotional, and social difficulties, in particular peer problems and emotional difficulties; literacy difficulties, including both reading and writing; and reduced levels of academic achievement. Risks arising from LI in early childhood may also have an impact through adolescence and into adult life. This study uses national data from the UK government's annual census of all students aged 5-16 years attending state schools in England at four time periods between 2005 and 2011, over 6 million students at each census. We analyze the data on students with speech, language, and communication needs (SLCN), the Department for Education's category for students with LI, to examine the overall prevalence of SLCN and the variations in prevalence associated with child factors namely, age, gender, ethnicity, socioeconomic disadvantage, and having English as an additional language, and with contextual factors, namely the school and local authority. We also examine disproportionality of identification of SLCN for different ethnic groups compared with White British children. We discuss the implications of our findings with respect to the current debates regarding the varied terminology for LI, including SLCN, and of a needs-based compared with diagnosis-based approach to assessing and making provision for children and young people with SENs.

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Section: Language Impairment As a Risk Factormentioning

confidence: 99%

Children with Language Impairment: Prevalence, Associated Difficulties, and Ethnic Disproportionality in an English Population

Lindsay

Strand

2016

Front. Educ.

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“…Longitudinal studies in particular have highlighted the negative outcomes for children with language impairments and have shown that the prevalence of psychiatric disorder increases over time in these children (Beitchman, Wilson, et al, 1996 ;Cantwell & Baker, 1991). Moreover, children with pervasive and receptive language impairments have been found to exhibit the greatest behavioral disturbance and the poorest social competence (Beitchman et al, 1994 ;Rutter & Mawhood, 1991).…”

Section: Language Impairment Psychiatric Disorder Behavioral Problementioning

confidence: 99%

Language, Social Cognitive Processing, and Behavioral Characteristics of Psychiatrically Disturbed Children with Previously Identified and Unsuspected Language Impairments

Cohen

Menna²,

Vallance

et al. 1998

Child Psychology Psychiatry

112

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This study examined characteristics of social cognitive processing, psychiatric disorder, and behavioral ratings of 380 children aged 7 to 14 years who had been referred consecutively for child psychiatric services with identified and unsuspected language impairments and with normally developing language. The results indicated that children with language impairments generally exhibited greater deficits in social cognitive processing, and particularly emotion decoding and social problem solving, than children who have language that is developing normally. Differences in psychiatric diagnosis and behavior problems were observed only between children with previously identified language impairments and children with normally developing language; children with previously identified language impairments were more likely to be diagnosed as having Attention Deficit Hyperactivity Disorder (ADHD) and to be rated by both parents and teachers as having more severe attentional problems. In addition, teachers rated them as more socially withdrawn. The results suggest that it is important to incorporate measures of both social cognition and language functioning routinely into clinical assessment, something that currently is rarely done.

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“…Since the language in children has the characteristics of showing continuous development by 7 yr old, a significant mistake could be made if the current age of a child was not considered at the evaluation of language disorder (16). Therefore, the percentile consideration of the current delay level of language ability, compared to average language development of one's age, becomes the main guideline for the degree of language disorder.…”

Section: Resultsmentioning

confidence: 99%

Korean Academy of Medical Sciences Pediatric Impairment Guideline for Brain Lesion

Jung

Kim

et al. 2009

J Korean Med Sci

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The permanent impairment evaluation for children in developmental stage is very difficult and it is even impossible in some cases. The impairment evaluation for developing children has not yet been included in the guideline of the American Medical Association. Due to frequent medical and social demands in Korea, we developed an impairment evaluation guideline for motor impairment, intellectual disability/mental retardation, developmental speech-language disorder and epilepsy caused by pediatric cerebral injuries, or cerebral lesions other than the developmental disorders such as autism. With the help of various literature and foreign institutions, we developed our in order to develop a scientific guideline for pediatric impairment that is suited to Korean cultural background and social condition.

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Seven-Year Follow-up of Speech/Language-Impaired and Control Children: Speech/Language Stability and Outcome

Cited by 62 publications

References 10 publications

Children with Language Impairment: Prevalence, Associated Difficulties, and Ethnic Disproportionality in an English Population

Children with Language Impairment: Prevalence, Associated Difficulties, and Ethnic Disproportionality in an English Population

Language, Social Cognitive Processing, and Behavioral Characteristics of Psychiatrically Disturbed Children with Previously Identified and Unsuspected Language Impairments

Korean Academy of Medical Sciences Pediatric Impairment Guideline for Brain Lesion

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