Characteristics of children with specific language impairment attending language units

Conti‐Ramsden, Gina; Donlan, Chris; Grove, John

doi:10.3109/13682829209012044

Cited by 15 publications

(7 citation statements)

References 24 publications

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“…Apart from a higher than usual ratio of girls to boys, the children appeared to be typical of those receiving special education because of specific speech and language disorders. Thus, as reported in other studies, they showed a wide range of cognitive functioning, and of language and literacy skills (Stark & Tallal, 1981;Howlin & Rutter, 1987;Conti-Ramsden, Donlan & Grove, 1992).…”

Section: Discussionsupporting

confidence: 78%

A follow‐up study of children attending a primary‐age language unit

Davison

Howlin

1997

Intl J Lang & Comm Disor

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S Twenty‐seven children of normal non‐verbal intelligence and a mean age of 8 years, attending a primary‐age language unit, were assessed on measures of language, reading and behavioural adjustment. Three and a half years later, when many of the children had reached secondary school age, they were re‐assessed using the same measures. Although mean language and reading age scores had improved, they were still well below age level and the gap between chronological age and language and reading ages had increased. There was also some evidence of increasing behavioural and emotional problems. Children who had moved to mainstream education at follow‐up had, on average, higher levels of intelligence and significantly higher scores on language and reading tests than the children who had remained in special education. However, even amongst this group many problems persisted, although few pupils received any additional help in dealing with them. Il s'agit de vingt‐sept enfants d'intelligence non verbale normale, d'un ǎge moyen de 8 ans et qui étaient pris en charge au sein d'une unité scolaire primaire spécialisée dans l'enseignement de la langue. Leurs ajustements du point de vue du langage, de la lecture et du comportement ont été évalués une première fois, puis à nouveau, grǎce aux měmes mesures, trois ans et demie plus tard lorsque beaucoup d'entre eux ont atteint l'ǎge de scolarité secondaire. Des progrès s'étaient manifestés du point de vue des niveaux d'ǎge du langage et de la lecture, mais ces niveaux restaient bien en‐dessous de la normale pour leur ǎge et l'écart entre l'ǎge chronologique et les ǎges du langage et de la lecture s'était accru. L'on pouvait observer aussi des signes d'un accroissement de problèmes émotionnels et du comportement. Ceux qui étaient entrés dans la filière générale de scolarité au moment du suivi de contro˘le étaient le plus souvent d'un niveau d'intelligence supérieur à celui des enfants qui étaient restés dans un enseignement spécialisé et leurs résultats lors de tests de langage et de lecture étaient significativement plus élevés. Cependant, měme au sein de ce groupe de nombreux problèmes subsistaient, bien que rares étaient les élèves qui recevaient une aide supplémentaire pour les surmonter. Siebenundzwanzig Kinder einer sprachtherapeutischen Einrichtung, von normaler nicthverbaler Intelligent und einem durchschnittlichen Lebensalter von acht Jahren wurden nach ihrer sprachlichen Leistung, ihrem Lesen und ihrem sozialen Verhalten eingestuft. Nach drieinhalb Jahren, als viele der Kinder das Sekundarschulalter erreicht hatten, wurden sie unter Anwendung derselben Beurteilungsmaßstäben ein zweites Mal eingestuft. Obwohl sich die durchschnittliche Sprech‐ und Leseleistung gebessert hatte, lag sie noch weit unter dem üblichen Niveau für die entsprechende Lebensaltersstufe; der Unterschied zwischen Lebensalter und Sprach‐ bzw. Lesealter war sogar größer geworden. Es gab auch Zeichen zunehmender Verhaltensprobleme und emotion...

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Section: Discussionsupporting

confidence: 78%

A follow‐up study of children attending a primary‐age language unit

Davison

Howlin

1997

Intl J Lang & Comm Disor

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“…On the whole, adolescents in our study who did not receive therapy do not like school and have poor concentration and study skills. These results for the 'natural history' group compare with those of Brownlie et al [35], as well as Conti-Ramsden and Botting [24]. In fact, these latter researchers went on to investigate emotional health issues in adolescents with a history of SLI and found that they had higher rates of anxiety and depression symptoms than normally developing peers [10].…”

Section: Discussionsupporting

confidence: 52%

“…Academic attainments for this population, however, depends on a number of variables [21]. Other studies have found that in the long-term, these children have decreased IQs [22], *Address correspondence to this author at the Community Mental Health Centre Byron-Kessariani, 1 st Psychiatric Department, University of Athens Medical School, 14 Delou st, Kessariani, Athens 16121, Greece; Tel: +30 2107600100; Fax: +30 2107662829; E-mail: danagnos@otenet.gr poor working memory [23] and social integration difficulties [24].…”

Section: Introductionmentioning

confidence: 99%

A Follow-Up Study of Treated and Untreated Greek Adolescents with a History of Specific Developmental Language Disorder

Anagnostopoulos

Petraki

Rotsika

et al. 2014

Int. J. Speech Lang. Pathol. Audiol

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Research has shown that specific developmental language disorders (SDLD) may develop over time into other impairments or disorders. For instance, children with these diagnoses often show learning, social adjustment or behaviour disorders in adolescence. On the other hand, many professionals claim that early intervention has a significant effect on these disorders. The question which arises is whether early intervention can forestall the development of these more serious consequences in adolescence. The aim of this study is to examine adolescents who had been diagnosed with SDLD in childhood and who had attended during their preschool years an Early Intervention Programme (EIP) within a Community Mental Health Centre. These adolescents' outcomes are compared with those of adolescents who had also been diagnosed with SDLD, but who had not complied with therapy. The experimental group (N=44), now have a mean age of 13 years, whereas the control group (N=52), who had not accepted therapy, have a mean age of 14 years. The parameters which were investigated were school achievement, social and emotional adjustment, behaviour, language skills, and their parents' attitudes. Statistical analysis shows that although some of the treated adolescents now exhibit learning difficulties, those who began their therapy before the age of 5 are presently showing significantly better concentration and behaviour than all the other groups. In conclusion, early intervention seems to be effective for children with SDLD and may restrict the appearance of more serious social adjustment and behavioural problems in adolescence.

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“…This was consistently found to be the case across all three academic subjects. This finding therefore reflected the Key Stage 1 National Curriculum test achievements of the sample children with SLI investigated by Conti-Ramsden et al (1992), where performance was poor across all three core subjects also. However, the proportion of children who were actually entered into the tests in the present study was not large, despite the protocol that few exceptional cases provide sufficient reason for non-entry (QCA, 1999).…”

Section: National Curriculum Key Stage 2 Test Resultsmentioning

confidence: 58%

“…To date, research acknowledging the achievements of children with SLI in national scholastic examinations has been mainly limited to studies addressing educational outcomes at upper and ultimate secondary school levels (King, Jones & Lasky, 1982;Rutter, Mawhood & Howlin, 1991, in Rutter & Mawhood, 1991. One study that did include an examination of performance in mandatory National Curriculum assessments which play a very relevant role in the English school system, was that of Conti-Ramsden, Donlan and Grove (1992). National Curriculum test results of 12 children with SLI in Year 6 were found to be poor relative to both national and control levels of expectation and achievement.…”

Section: Introductionmentioning

confidence: 99%

Focus on Practice: Educational placements and National Curriculum Key Stage 2 test outcomes of children with a history of specific language impairment

Conti‐Ramsden¹,

Knox²,

Botting³

et al. 2002

British J Special Edu

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As part of their longitudinal investigations of a large cohort with a history of specific language impairment (SLI), Professor Gina Conti‐Ramsden and her research team based at the School of Education, University of Manchester, Dr Emma Knox, Dr Nicola Botting and Dr Zoë Simkin report on the changing educational placements and National Curriculum assessment outcomes of 200 children at 11 years. Teacher questionnaires reporting on the Year 6 primary education placements of the sample reveal details about the long‐term educational needs of children with SLI. Furthermore, in exploring the experiences of the sample in the National Curriculum Key Stage 2 tests the present study found that children with SLI perform poorly relative to national expectations of levels of achievement across all tests. At present there are no guidelines for supporting children with SLI in relation to National Curriculum tests and the present data suggests there is an obvious need for these to be developed.

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Characteristics of children with specific language impairment attending language units

Cited by 15 publications

References 24 publications

A follow‐up study of children attending a primary‐age language unit

A follow‐up study of children attending a primary‐age language unit

A Follow-Up Study of Treated and Untreated Greek Adolescents with a History of Specific Developmental Language Disorder

Focus on Practice: Educational placements and National Curriculum Key Stage 2 test outcomes of children with a history of specific language impairment

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