Long-term consistency in speech/language profiles: I. Developmental and academic outcomes.

@article{Beitchman1996LongtermCI,
  title={Long-term consistency in speech/language profiles: I. Developmental and academic outcomes.},
  author={Joseph H. Beitchman and Beth Wilson and Elizabeth Brownlie and Hazel Walters and William J. Lancee},
  journal={Journal of the American Academy of Child and Adolescent Psychiatry},
  year={1996},
  volume={35 6},
  pages={
          804-14
        }
}
OBJECTIVE This study examined the 7-year developmental and academic outcome of speech/language-impaired and control children selected from a community sample. METHOD Speech/language and psychiatric measures were administered to the children at ages 5 and 12.5 years. Using children's age 5 speech/language test results, a cluster analysis was performed to ascertain whether specific linguistic subgroups would emerge. The long-term consistency of these subgroups was explored. The association… 
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234 Citations
Highly Influential Citations
7
Background Citations
57
Methods Citations
2
Results Citations
7

234 Citations

Long-term consistency in speech/language profiles: II. Behavioral, emotional, and social outcomes.

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The present replication and extension of these findings with a sound methodology enables greater confidence in their use for prognostic, planning, and research purposes.

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Stability of Language and Literacy Profiles of Children With Language Impairment in the Public Schools.

These results provide further evidence regarding the heterogeneity of children with language impairment served in the public schools, indicating that differences may be best conceptualized along a continuum of severity.

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Direct 1:1 intervention with an SLT can be effective for all areas of language for older children with (D)LD, regardless of their gender, receptive language or ASD status, or age.
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32 References

Long-term consistency in speech/language profiles: II. Behavioral, emotional, and social outcomes.

Empirically supported speech/language classifications identified as early as age 5 were associated with behavioral disturbance in late childhood, and the need for effective intervention with speech/ language-impaired children is identified.

Seven-year follow-up of speech/language-impaired and control children: speech/language stability and outcome.

OBJECTIVE This study examined the 7-year outcome of speech/language (S/L) impaired and control children selected from a community sample at age 5 years. METHOD Two hundred fifteen children…

Empirical classification of speech/language impairment in children. I. Identification of speech/language categories.

Cluster analysis was employed to classify speech/language impairment in a sample of 347 children 5 years of age, finding the low overall group was most disadvantaged on all measures, the high overall groupwas most advantaged, and the poor articulation and poor auditory comprehension groups were intermediate.

SPECIFIC LANGUAGE IMPAIRMENT AS A MATURATIONAL LAG: EVIDENCE FROM LONGITUDINAL DATA ON LANGUAGE AND MOTOR DEVELOPMENT

Although children with good and poor outcomes were distinguished in terms of initial level of performance, they did not differ in rate of progress, according to a theory which attributes specific language impairment to a maturational lag in neurological development.

Empirical classification of speech/language impairment in children. II. Behavioral characteristics.

The results indicated that risk for psychiatric disorder, particularly ADHD, is greatest among children with general linguistic impairment, and neurodevelopmental immaturity may be the common underlying antecedent of both linguistic impairment and psychiatric disorder.

A prospective psychiatric follow-up of children with speech/language disorders.

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    Journal of the American Academy of Child and Adolescent Psychiatry
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Follow-up psychiatric, linguistic, and educational evaluations of 300 communication impaired children who had been initially evaluated approximately 5 years previously found significant increases in prevalence at follow-up for disorders of language usage and processing, psychiatric disorders, and developmental disorders.

CLUMSINESS AND PERCEPTUAL PROBLEMS IN CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT

Developmental clumsiness in SLI children is similar to that seen in clumsy children who are not language‐impaired, and that their sensorimotor deficits extend to visual discrimination tasks that have no motor component and do not involve transient stimuli.

Subgroups of developmental language impairment

Gradual emergence of developmental language disorders.

  • J. Locke
  • Psychology
    Journal of speech and hearing research
  • 1994
According to the theory, linguistic capacity develops in critically timed phases that occur gradually and sequentially, with the stage set for an impairment that will seem to be specific and a brain that will appear to be abnormal.

A clinical appraisal of the pragmatic aspects of language.

The authors stress that the assessment of pragmatics should encompass a range of parameters that includes aspects of linguistic structure as well as those aspects of communication that have to do with principles governing language use.