Severity of specific language impairment predicts delayed development in number skills

The extent to which mathematical development is dependent upon language is controversial. This longitudinal study investigates the role of language ability in children's development of number skills. Participants were 229 children with specific language impairment (SLI) who were assessed initially at age 7 and again 1 year later. All participants completed measures of psycholinguistic development (expressive and receptive), performance IQ, and the Basic Number Skills subtest of the British Ability Scales. Number skills data for this sample were compared with normative population data. Consistent with predictions that language impairment would impact on numerical development, average standard scores were more than 1 SD below the population mean at both ages. Although the children showed improvements in raw scores at the second wave of the study, the discrepancy between their scores and the population data nonetheless increased over time. Regression analyses showed that, after controlling for the effect of PIQ, language skills explained an additional 19 and 17% of the variance in number skills for ages 7 and 8, respectively. Furthermore, logistic regression analyses revealed that less improvement in the child's language ability over the course of the year was associated with a greater odds of a drop in performance in basic number skills from 7 to 8 years. The results are discussed in relation to the interaction of linguistic and cognitive factors in numerical development and the implications for mathematical education

What factors influence language impairment? Considering resilience as well as risk

The considerable variation observed in the profiles of children with language impairment (LI) raises challenges for the diagnosis, treatment and prevention of language difficulties, in particular, as LI can present substantial issues calling for the investment of clinical, educational and public health resources. In this review paper, we examine biological, psychological and environmental factors that appear to influence the developmental course of LI. In this review paper we are interested not only in examining deficits and risk factors but also identifying strengths of children with LI that can act as protective factors providing the child with a scaffold for more positive development and better outcomes

Psycholinguistic and socioemotional characteristics of young offenders: Do language abilities and gender matter?

Purpose: Previous research demonstrates an association between Developmental Language Disorder (DLD) and criminal offending. International research also implicates alexithymia as being over-represented in forensic samples. This study provides a comprehensive examination of the psycholinguistic and socioemotional profiles of males and females in the youth justice system, with a focus on first time entrants. In the context of Restorative Justice (RJ) underpinning youth justice disposals, this allows for informed intervention and identifies those who may be compromised in their ability to effectively engage in certain interventions. Methods: Participants (N = 145) from a triage centre and youth offending teams, with a mean age of 15.8, completed a range of standardised psycholinguistic assessments considering nonverbal IQ, expressive and receptive language measures and literacy. Additionally, socioemotional measures completed included The Alexithymia Scale and the Strengths and Difficulties Questionnaire. Results: DLD was present in 87 participants. Except for the emotional score, no statistically significant gender differences were found. The mean language scores for the DLD group were more than 2.25 standard deviations below the normative mean and they demonstrated greater literacy difficulties. A high proportion of the group met the criteria for alexithymia/possible alexithymia (60%), and this was not associated with DLD. Conclusions: High prevalence values for DLD and socioemotional difficulties, not generally gender specific, were found. These difficulties have the possibility to compromise a young person’s ability to engage in rehabilitative strategies. Language assessment and identification of difficulties, especially DLD, upon entry to the youth justice service would assist when planning interventions

Core subjects at the end of primary school : identifying and explaining relative strengths of children with specific language impairment (SLI)

Background In general, children with specific language impairment (SLI) tend to fall behind their typically developing (TD) peers in educational attainment. Less is known about how children with SLI fare in particular areas of the curriculum and what predicts their levels of performance. Aims To compare the distributions of performance of children with SLI in three core school subjects (English, Mathematics and Science); to test the possibility that performance would vary across the core subjects; and to examine the extent to which language impairment predicts performance. Methods & Procedures This study was conducted in England and reports historical data on educational attainments. Teacher assessment and test scores of 176 eleven-year-old children with SLI were examined in the three core subjects and compared with known national norms. Possible predictors of performance were measured, including language ability at ages 7 and 11, educational placement type, and performance IQ. Outcomes & Results Children with SLI, compared with national norms, were found to be at a disadvantage in core school subjects. Nevertheless, some children attained the levels expected of TD peers. Performance was poorest in English; relative strengths were indicated in Science and, to a lesser extent, in Mathematics. Language skills were significant predictors of performance in all three core subjects. PIQ was the strongest predictor for Mathematics. For Science, both early language skills at 7 years and PIQ made significant contributions. Conclusions & Implications Language impacts on the school performance of children with SLI, but differentially across subjects. English for these children is the most challenging of the core subjects, reflecting the high levels of language demand it incurs. Science is an area of relative strength and mathematics appears to be intermediate, arguably because some tasks in these subjects can be performed with less reliance on verbal processing. Many children with SLI do have the potential to reach or exceed educational targets that are set at national levels for TD children

Procedural and declarative memory in children with and without specific language impairment

Background: Much evidence has accumulated to indicate memory deficits in children with specific language impairment. However, most research has focused on working memory impairments in these children. Less is known about the functioning of other memory systems in this population.Aims: This study examined procedural and declarative memory in young children with and without specific language impairment.Methods &amp; Procedures: A total of 15 children with specific language impairment and 15 non-impaired children of comparable age, gender and handedness were presented with measures of procedural and declarative memory. Procedural memory was assessed using a Serial Reaction Time (SRT) Task in which children implicitly learnt a ten-item sequence pattern. Declarative memory for verbal and visual information was assessed using paired associative learning tasks.Outcomes &amp; Results: The results from the SRT Task showed the children with specific language impairment did not learn the sequence at levels comparable with the non-impaired children. On the measures of declarative memory, differences between the groups were observed on the verbal but not the visual task. The differences on the verbal declarative memory task were found after statistically controlling for differences in vocabulary and phonological short-term memory.Conclusions &amp; Implications: The results were interpreted to suggest an uneven profile of memory functioning in specific language impairment. On measures of declarative memory, specific language impairment appears to be associated with difficulties learning verbal information. At the same time, procedural memory is also appears to be impaired. Collectively, this study indicates multiple memory impairments in specific language impairment.<br /

Social Confidence in Early Adulthood Among Young People With and Without a History of Language Impairment

Purpose: The purposes of this study were to test the predictions that lower self-esteem and higher shyness in individuals with a history of language impairment (LI) would continue from adolescence into early adulthood and that those with LI would have lower social self-efficacy in early adulthood. Method: Participants were young people with a history of LI and a comparison group of age-matched peers. Both groups were tested at ages 17 and 24 years. Participants completed measures of language ability, nonverbal IQ, shyness, global self-esteem, and (at age 24 years only) social self-efficacy. Results: Young adults with LI scored lower than age-matched peers on self-esteem, higher on shyness, and lower on social self-efficacy (medium to large effect sizes). In line with expectations, in the group with LI, language ability in adolescence predicted shyness in young adulthood, which, in turn, was negatively associated with self-esteem. There was also a direct association between language ability in adolescence and self-esteem in young adulthood. Conclusions: Young people with a history of LI are likely to be entering adulthood less socially confident than their peers. Interventions may be desirable for young adults with LI, and the present findings indicate social self-efficacy as a key area of social confidence that calls for practitioners' attention

Conduct Problems Co-Occur with Hyperactivity in Children with Language Impairment : A Longitudinal Study from Childhood to Adolescence

Background: Language impairment (LI) is a common developmental disorder which is frequently associated with externalising problems. In this study, we investigate for the first time, joint trajectories of conduct problems and hyperactivity in children with LI from childhood to adolescence. We determine patterns of co-occurrence of symptoms and identify specific risk and protective factors. Methods: We develop a trajectory grouping method to examine simultaneously the conduct and hyperactivity problem scores of 164 children with LI at 7, 8, 11 and 16 years of age. Results: We identified five groups of children with distinct trajectories of symptoms. Three trajectory groups all had different conduct/hyperactivity problems: a persistent problems group (15%), an adolescent-onset group (24%) and a childhood-limited group (17%). There were two trajectory groups that did not show conduct problems. Conclusions: Conduct problems always co-occurred with hyperactivity in children with LI regardless of differences in the onset of symptoms (childhood versus adolescence) or their persistence (persistent versus childhood-limited). Reading difficulties were strongly associated with mixed conduct/hyperactivity problems that started early (childhood) and continued into adolescence (the persistent trajectory group). Prosocial behaviours were found to be protective against conduct problems

Learning to drive in young adults with language impairment

Language impairment (LI) is a common developmental disorder which affects many aspects of young people’s functional skills and engagement with society. Little is known of early driving behaviour in those with this disability. This longitudinal study examines early driving experience in a sample of young adults with LI, compared with a sample of typically developing age-matched peers (AMPs). At age 24 years, significantly fewer participants with LI had acquired a driving licence. A crucial hurdle for those with LI appeared to be the Theory part of the (UK) test. Logistic regression analysis indicated that language ability and a measure of independence at age 17 contributed to the prediction of licence possession at age 24. There was no evidence of differences in traffic violations or accident rates between those with and without LI. There is little evidence that young people with LI are at greater risk on the roads than peers without LI, but some individuals with LI might benefit from support in the course of preparation for driving and in the driving test

Narrative skills in adolescents with a history of SLI in relation to non-verbal IQ scores

There is a debate about whether the language of children with primary language disorders and normal cognitive levels is qualitatively different from those with language impairments who have low or borderline non-verbal IQ (NVIQ). As children reach adolescence, this distinction may be even harder to ascertain, especially in naturalistic settings. Narrative may provide a useful, ecologically valid way in which to assess the language ability of adolescents with specific language impairment (SLI) who have intact or lowered NVIQ and to determine whether there is any discernable difference in every day language. Nineteen adolescents with a history of SLI completed two narrative tasks: a story telling condition and a conversational condition. Just under half the group (n = 8) had non-verbal IQs of 85. The remaining 11 had NVIQs in the normal range or above. Four areas of narrative (productivity, syntax, cohesion and performance) were assessed. There were no differences between the groups on standardized tests of language. However, the group with low NVIQ were poorer on most aspects of narrative, suggesting that cognitive level is important, even when language is the primary disorder. The groups showed similar patterns of differences between story telling and conversational narrative. It was concluded that adolescents with a history of SLI and poor cognitive levels have poorer narrative skills than those with normal range NVIQ even though these may not be detected by standardized assessment. Their difficulties present as qualitatively similar to those with normal range NVIQ and narratives appear impoverished rather than inaccurate

Health, employment and relationships: Correlates of personal wellbeing in young adults with and without a history of childhood language impairment

Objective: We examine the potential associations between self-rated health, employment situation, relationship status and personal wellbeing in young adults with and without a history of language impairment (LI). Methods: A total of 172 24-year-olds from the UK participated. Approximately half (N = 84) had a history of LI. Personal wellbeing was measured using ratings from three questions from the Office for National Statistics regarding life satisfaction, happiness and life being worthwhile. Results: There were similarities between individuals with a history of LI and their age-matched peers in self-rated personal wellbeing. However, regression analyses revealed self-rated health was the most consistent predictor of personal wellbeing for individuals with a history of LI in relation to life satisfaction (21% of variance), happiness (11%) and perceptions that things one does in life are worthwhile (32%). None of the regression analyses were significant for their peers. Conclusions: Similarities on ratings of wellbeing by young adults with and without a history of LI can mask heterogeneity and important differences. Young adults with a history of LI are more vulnerable to the effects of health, employment and relationship status on their wellbeing than their peers