Conclusions The OLS has shown that outcomes in childhood and adolescence for children with a history of language impairment are distinctly more negative than outcomes for children with speech impairments only and non-impaired children.
Causal relationships and underlying mechanisms. Recent Research Results Language impairments often persist into adulthood. Implications for Policy and Services Starting from infancy, routine assessment of language and communication skills and provision of interventions are essential preventive undertakings.
Causal processes leading to antisocial behavior.
Journal of Child Psychology and Psychiatry, 38, Encyclopedia on Early Childhood Development [online]. Journal of Child Psychology and Psychiatry ;47 8: Reading in childhood and mental health in early adulthood.
Journal of Child Psychology and Psychiatry ;43 5: Wetherby A, Prizant B. These outcomes include continued disadvantage in speech and language competence, intellectual functioning, and educational adjustment and achievement, psychosocial difficulties, and increased probability of psychiatric disorder.
They are also more likely to have associated problems, especially behaviour problems, that attract attention and motivate referral,27 while those with more subtle problems, often girls, may be overlooked. Beitchman et al, Social and behavioral difficulties are not a short-term problem for children with speech and language impairment.
Low education and speech and literacy difficulties are risk factors for offending Tomblin, Howlin P, Udwin O, eds. Specific language impairment and school outcomes.
Developmental, biological, and clinical perspectives.
Are there differences between receptive and expressive SLI? Outcomes are worsened by the presence of co-occurring environmental stresses. Models and determinants of vocabulary growth from kindergarten to adulthood. Difficulty relating to others Even in a preschool setting, children with language difficulties are less likely than peers to be chosen as friendship partners Gertner, Rice, and Hadley, Autism and developmental receptive language disorder — a follow-up comparison in early adult life.
Twenty-year follow-up of children with and without speech-language impairments. Boys with language impairments were at risk of delinquent and antisocial behaviour; girls with language impairments were more likely to experience sexual abuse28 and to embark on earlier parenting.
Consequently, even children who appear to have normal language development can have literacy difficulties and develop language impairments as they grow older. The neuropsychology of conduct disorder. Individual differences and their antecedents.
Broad assessments can also identify areas of strength, and similarities between language-impaired and typical language individuals. Studies have produced compelling evidence that the child and adolescent psychosocial outcomes of language impairment are disproportionately problematic; some disadvantages persist into adulthood.
Conti-Ramsden and Botting, A study of young adults who were initially identified as having SLI at age 5 and subsequently followed at ages 12 and 19 found: Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment.
Transitions in prelinguistic communication. Psychiatric and developmental disorders in children with communication disorder.
Mundy P, Gomes A. By age 25, rates of psychiatric disorder were lower among language-impaired and typical language participants than at age The association of intervention receipt with speech-language profiles and social-demographic variables.
For a small percentage of children their disability cannot be prevented, but early intervention is just as vital as for those with less severe difficulties to help give a child the best possible support that they need.
Social anxiety in late adolescence: Journal of Speech and Hearing Research, 37, Research on the communicative development of maltreated children: American Psychiatric Association; What is the impact of long term communication difficulties?
• % of children with persistent speech, language and communication difficulties go on to have reading difficulties. Introduction. Language is central to social life; speech and language development is a cornerstone for successful outcomes later in life.
Speech and language competency does not progress normally for a sizeable number of children, however, and research shows that these children are at greater risk for later psychosocial problems than children who do not have speech or language. The Impact of Speech, Language and Communication Difficulties.
Speech, language and communication skills are fundamental to promoting other areas of learning. 3 Describe the potential impact of speech, language and communication difficulties on overall development of a child, both currently and in the longer term.
Speech, Language and Communication Needs (SLCN) is also described as the hidden disability because it is not always recognised. May 21, · High levels of speech, language and communication difficulties are found among the young offender population (Bryan, ).
Low education and speech and literacy difficulties are risk factors for offending (Tomblin, ). What impact can speech and language difficulties have on education? As education is delivered almost entirely through the medium of language, a child with speech and 20 great activities to help develop speech, language and communication in children starting primary school, supported by a DVD and website.Download