Long-term Outcomes for Children with Early Language Problems: Beating the Odds

Parsons, Samantha; Schoon, Ingrid; Rush, Robert; Law, James

doi:10.1111/j.1099-0860.2009.00274.x

Cited by 30 publications

(26 citation statements)

References 18 publications

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“…There appears to be an increasingly strong case for identification of language and psychiatric disorders in early childhood given the range of effective interventions for early neurodevelopmental and communication problems (Bornstein, Hahn, & Haynes, 2004;Ellis Weismer, 2000;Law, Rush, Cox, & Wood, 2012;Parsons, Schoon, Rush, & Law, 2011;Tickell, 2011). Socioemotional and behavioural difficulties identified in the preschool years often persist (Caspi et al, 1996;Gillberg, 2010) and there is a growing body of evidence reporting adverse physical, mental health and forensic outcomes into adulthood (Arseneault et al, 2000;Billstedt et al, 2005;Caspi et al, 1996;Dodge et al, 1997;Odgers et al, 2007).…”

Section: Introductionmentioning

confidence: 96%

Development of a triage tool for neurodevelopmental risk in children aged 30 months

Sim

Haig

O'Dowd

et al. 2015

Research in Developmental Disabilities

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Neurodevelopmental and neuropsychiatric disorders in young children predict educational, health and social problems. Early identification may significantly reduce this burden but relevant tools largely lack validation. We aimed to develop and evaluate the predictive validity of a simple screening tool for neurodevelopmental problems in a community sample of 30 month old children. A sample of children was selected from a community cohort screened at 30 months by health visitors using the Sure Start Language Measure (SSLM) and the Strengths and Difficulties Questionnaire (SDQ) in 2011. Predictive validity was assessed by comparing screening results with detailed psychometric data from the same sample 1-2 years later. Screening performance using different thresholds was explored using Receiver Operating Characteristic (ROC) with ROC area under the curve (AUC) and bootstrapping techniques. The SSLM predicted both language disorder identified by the New Reynell Developmental Language Scales (NRDLS) at follow-up (AUC 0.905) and global developmental delay assessed by the Griffiths Mental Development Scales (AUC 0.983). The SDQ administered at 30 months predicted psychiatric disorders identified by the Development and Wellbeing Assessment (DAWBA) at follow-up (AUC 0.821). Using optimal cut-offs for the SDQ and SSLM at 30 months, both tools together had sensitivity 87%; specificity 64%; positive predictive value 31%; and negative predictive value 97% in the prediction of any kind of neurodevelopmental problem 1-2 years later. The combined measure reported here is not yet sufficient as a stand-alone population screening tool for neurodevelopmental disorders. The SSLM and SDQ did however show promise in identifying preschool children at risk of ongoing language, psychiatric disorders and global developmental delay 1-2 years later but with fairly high false positive rates. Given that current developmental risk prediction in resource-poor settings is little better than random assignment, the SDQ and SSLM may aid clinical judgement when used as interim triage tools for practitioners with no specialist knowledge, in the context of longitudinal follow-up arrangements.

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Section: Introductionmentioning

confidence: 96%

Development of a triage tool for neurodevelopmental risk in children aged 30 months

Sim

Haig

O'Dowd

et al. 2015

Research in Developmental Disabilities

Self Cite

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show abstract

“…The subsequent literacy, educational, vocational, and mental health outcomes at 34 years were then examined. The findings of these studies arising from the British Cohort Study provide evidence that early receptive vocabulary delays at 5 years of age were associated with increased risk for poor literacy, higher rates of unemployment, and reduced mental health outcomes at 34 years of age (Parsons et al, 2011;Schoon et al, 2010 (Conti-Ramsden & Durkin, 2012). In looking more specifically at mental health outcomes, higher rates of anxiety and depression have also been shown at 16 years of age in the Manchester Language Study .…”

Section: Outcomes For Children With a History Of Vocabulary And Langumentioning

confidence: 86%

“…Children with impaired reading skills are also at increased risk of poorer academic performance and educational outcomes (e.g. Parsons et al, 2011). Hence, this complex interplay between vocabulary and reading may explain the increased rate of disengagement with formal education which was observed in participants with vocabulary impairment at 21 years.…”

Section: Discussionmentioning

confidence: 99%

“…Common measures of receptive vocabulary performance include the Peabody Picture Vocabulary Test (PPVT; Dunn & Dunn, 1981) and the English Picture Vocabulary Test (Brimer & Dunn, 1962). Prevalence rates suggest that between 12% and 15% of children show delayed receptive vocabulary skills at school entry (Harrison & McLeod, 2010;O'Callaghan, Williams, Andersen, Bor, & Najman, 1995;Parsons et al, 2011). On the basis of this high prevalence and the importance of receptive vocabulary for the development of many other domains, Chapters 2 and 6 of this thesis focus on receptive vocabulary first measured at school entry.…”

Section: Children With Poor Receptive Vocabulariesmentioning

confidence: 99%

“…In terms of assessments, there is a wide range of measures of language ability available. Therefore, some studies focus on understanding more about the specific areas of language, including expressive vocabulary (Law, Rush, Anandan, Cox, & Wood, 2012), receptive vocabulary (Harrison & McLeod, 2010;Parsons, Schoon, Rush, & Law, 2011), or syntax (Rice, Taylor, & Zubrick, 2008). Other work focuses on general measures of language that capture both receptive and expressive language skills through omnibus assessments (Rice et al, 2008;Ukoumunne et al, 2012).…”

Section: The Heterogeneity In Childhood Language Developmentmentioning

confidence: 99%

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Language disorder from infancy to adulthood: predictors and outcomes

Armstrong¹

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Developmental language delays are common and are associated with increased risk of adverse educational and psychosocial outcomes later in life. Early intervention services supporting language development may prevent these later problems from occurring.However, with the variability that exists in language development, it is less clear which children with developmental language delays actually require intervention. As such, increased understanding of the trajectory of language impairment and the long-term outcomes in adulthood is needed. The purpose of this thesis was to: (i) determine the early life characteristics that placed children at risk for poor language outcomes, and (ii) profile the long-term psychosocial outcomes in adulthood for language impaired populations. To address these aims prospective longitudinal data from two Australian pregnancy cohort studies; the Mater-University of Queensland Study of Pregnancy (MUSP) and the Western Australian Pregnancy Cohort (Raine) Study, were utilised.The first three studies of this thesis investigated the early life characteristics that predicted later language outcomes in childhood and adulthood. Firstly, Chapter 2 investigated the parental and early childhood factors present at, or prior to 5 years, which were associated with different vocabulary developmental profiles in the MUSP cohort. Receptive vocabulary skills were measured at 5-and 21-years, using the Peabody Picture Vocabulary TestRevised (PPVT-R). A one standard deviation cut-off was applied to determine average and below average performances at the two assessment points. Four vocabulary developmental profiles were then identified, including: 'consistently typical' (average performance at both time points), 'consistently low' (below average scores at both time points), 'improved' (below average performance at 5 years but average performance at 21 years), and 'deteriorated' (average skills at 5 years but below average performance at 21 years). The results revealed that adults with deteriorating vocabulary profiles were more likely to have had internalising behaviours at 5 years, mothers who smoked during pregnancy, and fathers with lower educational attainment, compared to adults with consistently typical vocabulary histories. No significant risk factors were identified for adults showing consistently low vocabulary in comparison to those adults whose early vocabulary delays had improved.

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Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes

Schoon¹,

Nasim²,

Cook

2021

British Educational Res J

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This study draws on the nationally representative British Birth Cohort Study (BCS70) to examine (1) the association between social background and early socio-emotional and cognitive competences at age 5 and (2) the relative and independent contributions of early socio-emotional and cognitive competences to educational and socio-economic attainment in adulthood. A multidimensional (multiple exposure, multiple outcome) approach is adopted in conceptualising social background, childhood competences and adult outcomes by age 42. Indicators of social background include parental education, social class, employment status, family income, as well as home ownership, enabling us to test which aspects of socio-economic risk uniquely influence the development of early competences. Indicators of childhood competences include directly assessed cognitive competences (i.e. verbal and visual motor skills), while measures of socio-emotional competences include hyperactivity, good conduct, emotional health and social skills, reported by the child's mother at age 5. Adult outcomes include highest qualifications, social class and household income by age 42. The findings suggest that multiple indicators of social background are associated with both socio-emotional and cognitive competences, although the associations with socio-emotional competences are less strong than those with cognitive competences. We find significant long-term predictive effects of early cognitive skills on adult outcomes, but also independent effects of socioemotional competences, in particular self-regulation, over and above the role of family background. The study supports calls for early interventions aiming to reduce family socio-economic risk exposure and supporting the development of cognitive skills and self-regulation (i.e. reducing hyperactivity and conduct problems).

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Long-term Outcomes for Children with Early Language Problems: Beating the Odds

Cited by 30 publications

References 18 publications

Development of a triage tool for neurodevelopmental risk in children aged 30 months

Development of a triage tool for neurodevelopmental risk in children aged 30 months

Language disorder from infancy to adulthood: predictors and outcomes

Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes

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