Modeling Developmental Language Difficulties from School Entry into Adulthood: Literacy, Mental Health, and Employment Outcomes

Autor/inn/en	Law, James; Rush, Robert; Schoon, Ingrid; Parsons, Samantha
Titel	Modeling Developmental Language Difficulties from School Entry into Adulthood: Literacy, Mental Health, and Employment Outcomes
Quelle	In: Journal of Speech, Language, and Hearing Research, 52 (2009) 6, S.1401-1416 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2009/08-0142)
Schlagwörter	Employment; Language Impairments; Mental Health; Data Analysis; Models; Foreign Countries; Comparative Analysis; Longitudinal Studies; Literacy; Intervention; Regression (Statistics); Children; Adolescents; Adults; United Kingdom + Suchen Sie Ihr Suchwort? Dienstverhältnis; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Psychohygiene; Auswertung; Analogiemodell; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Alphabetisierung; Schreib- und Lesefähigkeit; Regression; Regressionsanalyse; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Großbritannien
Abstract	Purpose: Understanding the long-term outcomes of developmental language difficulties is key to knowing what significance to attach to them. To date, most prognostic studies have tended to be clinical rather than population-based, which necessarily affects the interpretation. This study sought to address this issue using data from a U.K. birth cohort of 17,196 children, following them from school entry to adulthood, examining literacy, mental health, and employment at 34 years of age. The study compared groups with specific language impairment (SLI), nonspecific language impairment (N-SLI), and typically developing language (TL). Method: Secondary data analysis of the imputed 5-year and 34-year data was carried using multivariate logistic regressions. Results: The results show strong associations for demographic and biological risk for both impairment groups. The associations are consistent for the N-SLI group but rather more mixed for the SLI group. Conclusions: The data indicate that both SLI and N-SLI represent significant risk factors for all the outcomes identified. There is a strong case for the identification of these children and the development of appropriate interventions. The results are discussed in terms of the measures used and the implications for practice. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10