Well-Being and Resilience in Children With Speech and Language Disorders

Lyons, Rena; Roulstone, Sue

doi:10.1044/2017_jslhr-l-16-0391

Cited by 40 publications

(40 citation statements)

References 88 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This shift has occurred alongside a growing recognition that many individuals living with chronic conditions perceive improvements in their well-being and participation outcomes as more meaningful and valuable than improvements in their underlying impairment (Fellinghauer et al, 2012). Such a perception has been shown for children with DLD and their families (Lyons & Roulstone, 2018;Roulstone et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Health‐related quality of life of children with low language from early childhood to adolescence: results from an Australian longitudinal population‐based study

Mensah

Eadie

et al. 2020

Child Psychology Psychiatry

View full text Add to dashboard Cite

Background: Low language abilities are known to be associated with significant adverse long-term outcomes. However, associations between low language and health-related quality of life (HRQoL) are unclear. We aimed to (a) examine the association between low language and HRQoL from 4 to 13 years and (b) classify the children's trajectories of HRQoL and language and examine the association between language and HRQoL trajectories. Methods: Data were from an Australian community-based cohort of children. HRQoL was measured at ages 4-13 years using the parent-reported Pediatric Quality of Life Inventory 4.0. Language was assessed using the Clinical Evaluation of Language Fundamentals (CELF)-Preschool 2nd edition at 4 years and the CELF-4th edition at 5, 7 and 11 years. Multivariable linear regression and mixed effect modelling were used to estimate cross-sectional and longitudinal associations between low language and HRQoL from 4 to 13 years. A joint group-based trajectory model was used to characterize associations between HRQoL and language trajectories over childhood. Results: Children with low language had substantially lower HRQoL than children with typical language from 4 to 13 years. Higher language scores were associated with better HRQoL, particularly in social and school functioning. Three HRQoL trajectories were identified: stable-high (51% of children), reduced with slow decline (40%) and low with rapid decline (9%). Children with low language were less likely to follow a stable-high HRQoL trajectory (40%) while 26% and 34% followed the reduced with slow decline and low with rapid decline trajectories, respectively. Conclusions: Children with low language experienced reduced HRQoL from 4 to 13 years. More than half had declining trajectories in HRQoL highlighting the need to monitor these children over time. Interventions should not only aim to improve children's language ability but also address the wider functional impacts of low language.

show abstract

Section: Introductionmentioning

confidence: 99%

Health‐related quality of life of children with low language from early childhood to adolescence: results from an Australian longitudinal population‐based study

Mensah

Eadie

et al. 2020

Child Psychology Psychiatry

View full text Add to dashboard Cite

show abstract

“…32 The work of the James Lind Alliance on aphasia is an example of this. 33 The experience of individuals with communication impairments is also well described, for example, in developmental speech disorders, 34,35 developmental language disorders, 36 and stuttering, 37 with clear illustrations of the lived experiences and impacts of such communication disorders. In speech-language pathology, there are known databases and tools available, which enable speech-language pathologists (SLPs) to access evidence on interventions, such as ASHA's Evidence Maps 38 and in the United Kingdom, the Communication Trust's What Works 39 database of interventions for childhood communication disorders.…”

Section: Current Examples Of Evidence-based and Knowledge Synthesis Amentioning

confidence: 99%

Moving Beyond Traditional Understandings of Evidence-Based Practice: A Total Evidence and Knowledge Approach (TEKA) to Treatment Evaluation and Clinical Decision Making in Speech-Language Pathology

2019

View full text Add to dashboard Cite

Evidence-based practice (EBP) is a well-established framework for supporting clinical decision making in the discipline of speech-language pathology. The benefits of using evidence to inform clinical practice are acknowledged by clinicians and researchers alike. Even so, after over two decades of EBP advocacy, much clinical uncertainty remains and models supporting the evaluation of interventions require review and reconsideration. The EBP model, while promoting positive principles, can be argued to be conceptually flawed because it suffers from a lack of attention to and explicit valuing of other forms of knowledge crucial to the formation of realistic and judiciously informed decisions. We propose that the evaluation of interventions would be better supported by an explicit knowledge management approach reflecting a range of evidence and knowledge. One worked example is presented to demonstrate what using such an approach can produce in terms of intervention information.

show abstract

“…There are exceptions to the lack of research into language units, with some studies focusing on attendees (Conti-Ramsden et al, 2001, 2009; Lyons and Roulstone, 2017, 2018; Rannard and Glenn, 2009; St Clair et al, 2011) and a small number examining parental views (Rannard et al, 2004; Roulstone and Lindsay, 2012b; Simkin and Conti-Ramsden, 2009). The longitudinal Manchester Language Study investigated a cohort of 242 children who attended language units in primary schools (Conti-Ramsden and Botting, 1999), following them up through childhood and into early adulthood (e.g Gina Conti-Ramsden et al, 2001…”

Section: Introductionmentioning

confidence: 99%

“…Interviews with 11 children aged 9–12 years revealed that one participant strongly disliked being associated with the unit, and two participants considered themselves no different from mainstream peers and therefore rejected the need for additional school support. Difficulties with social relationships and academic achievement negatively impacted perceptions of wellbeing, but positive relationships increased resilience (Lyons and Roulstone, 2018). Children with language disorders often speak positively about their experiences.…”

Section: Introductionmentioning

confidence: 99%

Specialist provision for language disorder: Staff and service user views of a preschool language unit

Harvey

Spencer

2019

Child Language Teaching and Therapy

View full text Add to dashboard Cite

Language units are specialist educational settings that provide integrated speech and language therapy and curriculum delivery for children with severe language disorders within mainstream schools. This study presents an account of a preschool language unit (PLU) from the perspectives of children with language disorders currently in attendance, their parents, and teaching staff. Six child-led, multi-modal interviews, six parent questionnaires, and interviews with three members of staff were analysed using Framework Analysis (Ritchie et al., 2003). Results showed that staff and parents perceive that attending the PLU positively impacts the children, but raised concerns that accessing PLUs can be difficult due to number restrictions. Children valued play and friendships within the PLU, while parents valued the PLU’s role in supporting communication and socialization. This study offers a unique account of how a PLU supports children with language disorders from the perspectives of children, parents and staff.

show abstract

Well-Being and Resilience in Children With Speech and Language Disorders

Cited by 40 publications

References 88 publications

Health‐related quality of life of children with low language from early childhood to adolescence: results from an Australian longitudinal population‐based study

Health‐related quality of life of children with low language from early childhood to adolescence: results from an Australian longitudinal population‐based study

Moving Beyond Traditional Understandings of Evidence-Based Practice: A Total Evidence and Knowledge Approach (TEKA) to Treatment Evaluation and Clinical Decision Making in Speech-Language Pathology

Specialist provision for language disorder: Staff and service user views of a preschool language unit

Contact Info

Product

Resources

About