Educational outcomes associated with persistent speech disorder

Abstract

Background: Children with persistent speech disorder (PSD) are at higher risk of difficulties with literacy, with some evidence suggesting an association with poorer educational attainment. However, studies to date have either used small clinical samples, which exclude children who have not been referred to clinical services, or relied on parent-teacher report of children's speech development. There is a need for an inclusive study to investigate the impact of PSD on educational outcomes using a population-based sample and robust measures of speech development. Aim: Using a large prospective UK population-based study-the Avon Longitudinal Study of Parents and Children (ALSPAC)-this study investigated: (1) how children identified with PSD at age 8 years perform on educational attainment tests at ages 10-11 and 13-14 years in comparison with children without PSD; and (2) whether children identified with PSD at age 8 years are more likely to receive a label of special educational needs (SEN) in secondary school. Methods & Procedures: We examined the data for 263 children with PSD and 6399 controls who had speech assessed at age 8 years in a research clinic. Educational attainment was measured using data from English school standard attainment tests. Data on SEN categorization were obtained between 11 and 13 years of age. Children with PSD and controls were compared using regression analyses adjusted for biological sex, maternal age, verbal, performance and full-scale IQ. Outcomes & Results: Children with PSD at age 8 years were more likely to achieve lower attainment scores at ages 10-11 years in English and mathematics and across all three subjects of English, mathematics and science at ages 13-14 years after controlling for biological sex and maternal education; score below target levels for English at both time points after controlling for verbal IQ, and at ages 13-14 years after controlling for performance IQ; and receive a label of SEN (typically for the category of cognition and learning needs or communication and interaction needs) in secondary school. Conclusions & Implications: PSD identified at age 8 years is associated with poor educational attainment at ages 10-11 and 13-14 years in the core subjects of English, mathematics and science. Children with PSD at age 8 years are more likely to be identified with SEN at ages 11-13 years, particularly cognition and learning needs, and communication and interaction needs. We need to be aware of the potential for the long-term impact of PSD on educational attainment in providing appropriate and effective support throughout school.

Speech sound disorder or DLD (phonology)? Towards a consensus agreement on terminology.

“…Speech sound disorders can be evident from the early stages of speech development if the usual emergence of intelligible speech in the first two to three years does not occur. Preschool SSD can impact everyday social interactions and educational progress, with long lasting impact from underlying phonological processing deficits if these have not been detected and remediated, even if the SSD itself appears to be resolved (Wren et al 2021).…”

Consensus on an assessment protocol for children with speech sound disorders in Sri Lanka

“…Wren et al. (2021) reported that persistent SSDs identified at the age of 8 years may be associated with poor in later school years, while Law et al. (2003) found that intervention for SSD in the preschool years for SSD can yield successful outcomes.…”

Outcomes from a community speech and language therapy service treatment waiting list: The natural history of 525 children with identified speech and language needs

“…Speech and language impairment is a high prevalence condition (e.g., McLeod & Harrison, 2009) and children experiencing persistent difficulties are at increased risk of long‐term academic underachievement, socio‐emotional difficulties and poorer employment outcomes (e.g., McKean et al., 2017; Wren et al., 2021). To understand the benefit of intervening, it is necessary to evaluate change that is likely to occur spontaneously.…”