Predicting Pathways of Specific Language Impairment: What Differentiates Good and Poor Outcome?

Botting, Nicola; Faragher, Brian; Simkin, Zoë; Knox, Emma; Conti‐Ramsden, Gina

doi:10.1111/1469-7610.00799

Cited by 62 publications

(43 citation statements)

References 15 publications

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“…Narrative skills are argued to be strong predictors of readiness for school and later academic success (for a review, see, e.g. Boudreau, 2008), and in atypical language development studies suggest the ability to tell a narrative is the best predictor of positive outcomes socially (Bishop & Edmundson, 1987;Botting, Faragher, Knox, Simkin, & Conti-Ramsden, 2001;Westby, 1991).…”

Section: Narrative Abilitiesmentioning

confidence: 99%

How children with normal hearing and children with a cochlear implant use mentalizing vocabulary and other evaluative expressions in their narratives

Huttunen

Ryder

2012

Clinical Linguistics & Phonetics

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This study explored the use of mental state and emotion terms and other evaluative expressions in the story generation of 65 children (aged 2-8 years) with normal hearing (NH) and 11 children (aged 3-7 years) using a cochlear implant (CI). Children generated stories on the basis of sets of sequential pictures. The stories of the children with CI were obtained over the 5-year follow-up period. The children with NH continued to show an increased story length (number of words) with age. In the children with a CI, the increase was similar initially, but plateaued after 3 years of using a CI. In children with NH, the spontaneous use of mental state vocabulary in narratives increased significantly between the ages of three and six. The delayed use of mental state terms in the children with a CI was related to a reduced amount of linguistic production overall. The theoretical and clinical implications were discussed.

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Section: Narrative Abilitiesmentioning

confidence: 99%

How children with normal hearing and children with a cochlear implant use mentalizing vocabulary and other evaluative expressions in their narratives

Huttunen

Ryder

2012

Clinical Linguistics & Phonetics

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“…Nevertheless, despite our best efforts to specify and quantify SLI, children with SLI remain a notoriously heterogeneous group with varying deficits, not only in primary linguistic characteristics but in non-verbal ability as well (Botting et al, 2001). Considerable efforts have been made to understand this heterogeneity by identifying subgroups within SLI (e.g.…”

Section: Specific Language Impairmentmentioning

confidence: 99%

Specific language or working memory impairments: A small scale observational study

Archibald

Joanisse

Edmunds

2011

Child Language Teaching and Therapy

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Study of the developmental relationship between language and working memory skills has only just begun, despite the prominent role of their interdependency in some theoretical accounts of developmental language impairments. Recently, Archibald and Joanisse (2009) identified children with specific language impairment (SLI), or specific working memory impairment (SWMI), or mixed language and working memory impairment (Mixed) based on standardized testing. In the present study, we report a first effort to provide clinical verification of these profiles by describing the social, behavioral, and academic characteristics of individual group members. Two each of children with SLI, SWMI, or Mixed impairments, individually paired with six typically developing classmates, were observed in their classroom, and their teachers completed questionnaires related to communication, working memory, and attention. Children with impairments were distinguished from typically developing children; however, relatively few patterns further distinguished the children with SLI, SWMI, and Mixed impairments. Interestingly, the children with memory impairments were found to have some language-related difficulties, and the children with language impairments, some memory-related difficulties. The limitations of these preliminary findings and future directions are discussed.

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“…Structural aspects of language include the use of phonology, semantics, syntax and morphology. These skills are important for literacy development [18,19] and for expressing and understanding spoken language in communication [20]. Pragmatic aspects of language involve the appropriate use of language in social communicative contexts such as maintaining appropriate topics, not talking excessively, turn-taking in conversations and interpreting non-verbal cues of others [21,22].…”

Section: Introductionmentioning

confidence: 99%

Language Problems and ADHD Symptoms: How Specific Are the Links?

Hawkins¹,

Gathercole²,

Astle³

et al. 2016

Brain Sciences

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Symptoms of inattention and hyperactivity frequently co-occur with language difficulties in both clinical and community samples. We explore the specificity and strength of these associations in a heterogeneous sample of 254 children aged 5 to 15 years identified by education and health professionals as having problems with attention, learning and/or memory. Parents/carers rated pragmatic and structural communication skills and behaviour, and children completed standardised assessments of reading, spelling, vocabulary, and phonological awareness. A single dimension of behavioural difficulties including both hyperactivity and inattention captured behaviour problems. This was strongly and negatively associated with pragmatic communication skills. There was less evidence for a relationship between behaviour and language structure: behaviour ratings were more weakly associated with the use of structural language in communication, and there were no links with direct measures of literacy. These behaviour problems and pragmatic communication difficulties co-occur in this sample, but impairments in the more formal use of language that impact on literacy and structural communication skills are tied less strongly to behavioural difficulties. One interpretation is that impairments in executive function give rise to both behavioural and social communication problems, and additional or alternative deficits in other cognitive abilities impact on the development of structural language skills.

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Predicting Pathways of Specific Language Impairment: What Differentiates Good and Poor Outcome?

Cited by 62 publications

References 15 publications

How children with normal hearing and children with a cochlear implant use mentalizing vocabulary and other evaluative expressions in their narratives

How children with normal hearing and children with a cochlear implant use mentalizing vocabulary and other evaluative expressions in their narratives

Specific language or working memory impairments: A small scale observational study

Language Problems and ADHD Symptoms: How Specific Are the Links?

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