Functional Outcomes of Adolescents with a History of Specific Language Impairment (SLI) with and without Autistic Symptomatology

Autor/inn/en	Durkin, Kevin; Conti-Ramsden, Gina; Simkin, Zoe
Titel	Functional Outcomes of Adolescents with a History of Specific Language Impairment (SLI) with and without Autistic Symptomatology
Quelle	In: Journal of Autism and Developmental Disorders, 42 (2012) 1, S.123-138 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-011-1224-y
Schlagwörter	Language Impairments; Academic Achievement; Mental Health; Friendship; Adolescents; Work Experience; Language Aptitude; Autism; Symptoms (Individual Disorders); Correlation; Predictor Variables; Pervasive Developmental Disorders + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Schulleistung; Psychohygiene; Freundschaft; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Employment experience; Job experience; Occupational experience; Berufserfahrung; Sprachbegabung; Spracheignung; Autismus; Psychiatrische Symptomatik; Korrelation; Prädiktor
Abstract	This study investigates whether the level of language ability and presence of autistic symptomatology in adolescents with a history of SLI is associated with differences in the pattern of difficulties across a number of areas of later functioning. Fifty-two adolescents with a history of SLI participated. At age 14, 26 participants had a history of SLI but no autistic symptomatology and 26 had a history of SLI and autistic symptomatology. At age 16, outcomes were assessed in the areas of friendships, independence, academic achievement, emotional health and early work experience for both subgroups and for 85 typically developing peers. Autistic symptomatology was a strong predictor of outcomes in friendships, independence and early work experience whilst language was a strong predictor of academic achievement. No significant associations were found for later emotional health. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10