The Relationship between Language Difficulties, Psychosocial Difficulties and Speech-Language Pathology Service Access in the Community

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Trembath, David; Conti-Ramsden, Gina; Xie, Gang; Cook, Fallon; Reilly, Sheena
Titel	The Relationship between Language Difficulties, Psychosocial Difficulties and Speech-Language Pathology Service Access in the Community
Quelle	In: International Journal of Language & Communication Disorders, 56 (2021) 2, S.248-256 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trembath, David) ORCID (Xie, Gang) ORCID (Cook, Fallon) ORCID (Reilly, Sheena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12593
Schlagwörter	Speech Language Pathology; Language Impairments; Speech Impairments; Health Services; Psychological Patterns; Predictor Variables; Children; Foreign Countries; Language Skills; Scores; Communication Problems; Comorbidity; Access to Health Care; Australia + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language handicps; Language impairments; Health service; Gesundheitsdienst; Gesundheitswesen; Prädiktor; Child; Kind; Kinder; Ausland; Language skill; Sprachkompetenz; Kommunikationsbarriere; Australien
Abstract	Background: A range of factors may impact whether children access speech-language pathology (SLP) services, beyond their communication difficulties. For instance, co-occurring psychosocial difficulties may amplify children's observable difficulties, leading to greater access. It is important to examine such associations because they may reflect inherent differences between children with language difficulties who access services and those who do not, indicating under-servicing for subgroups in the community. Aims: The first aim was to examine possible differences in psychosocial difficulties between children with language difficulties who did versus did not access SLP services in the past 12 months. The second aim was to examine the unique contribution of psychosocial difficulties to service access, over and above language difficulties and other common predictors of service access. Methods & Procedures: Analyses were carried out on data gathered from 808 eleven-year-old children who took part in the Early Language in Victoria Study (ELVS). Children were categorized as having language difficulties based on their CELF-4 Core Language Score with a cut-point of > 1.25 SD below the mean. The primary outcome measure was access to SLP services in the past 12 months. Comparison and predictor variables included children's psychosocial difficulties, language skills, relevant demographic variables (gender, caregiver education) and prior SLP access. Outcomes & Results: A total of 42 children with language difficulties who had accessed SLP services had significantly greater psychosocial difficulties than those who had not (SDQ Total Difficulties, U = 53.00, z = -4.080, p < 0.001). Using binary logistic regression, a model examining child gender, caregiver education, psychosocial difficulties (internalizing and externalizing behaviours), language difficulties and prior SLP access (in earlier years) was significant ?[superscript 2] (8) = 137.285, p< 0.001, with increased externalizing difficulties (OR = 1.213, p < 0.001), increased communication difficulties (OR = 0.949, p < 0.001), and prior SLP access (OR = 7.430, p < 0.001) identified as unique predictors of service access. Conclusions & Implications: The results indicate that children with language difficulties who have comorbid psychosocial difficulties are more likely to access services than those who do not. Accordingly, children with language difficulties who access clinical services may require interdisciplinary support, while children without co-morbid psychosocial difficulties may be under-referred for SLP services. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01