Long-Term Consistency in Speech/Language Profiles: I. Developmental and Academic Outcomes
Abstract
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 between time 1 speech/language clusters and linguistic, cognitive and academic measures at time 2 were examined.Results Four groups were identified in the cluster analysis: high overall, poor articulation, poor comprehension, and low overall. Children with pervasive language problems continued to perform poorly on linguistic, cognitive, and academic measures, while those with comprehension problems fared slightly better but still had more difficulties than those with normal language. The poor articulation cluster had few articulation errors at follow-up.Conclusions Empirically supported speech/language classifications identified as early as age 5 continued to be relevant into late childhood. Pervasive speech/language impairment in early childhood was associated with increased risk of poor linguistic and academic outcome at follow-up, while isolated articulatory problems improved over time. These findings reveal the urgent need for early intervention among children with pervasive speech/language impairment.
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Language impairment is common in children with ADHD and academic underachievement, with co-occurrence around 45%.
“Language Impairment (LI) is highly prevalent in children with ADHD and academic underachievement, co-occurring at a rate of approximately 45% (Beitchman, Wilson, Brownlie, Watlters, & Lancee, 1996; Cohen et al., 2000; Tirosh & Cohen, 1998; Tomblin, Zhang, Buckwalter, & Catts, 2000).”
From Semantic Language as a Mechanism Explaining the Association between ADHD Symptoms and Reading and Mathematics Underachievement (2012) · cites this paper as Beitchman et al., 1996
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Early Speech-Language Impairment and Risk for Written Language Disorder
Stoeckel, R. E., Colligan, R. C., Barbaresi, W. J., Weaver, A. L., Killian, J. M., & Katusic, S. K. (2012) · Journal of Developmental & Behavioral Pediatrics · doi:10.1097/dbp.0b013e31827ba22a · Cited by 38 · see citing works
Boerma, T., Leseman, P. P. M., Wijnen, F. N. K., & Blom, E. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01241 · Cited by 38 · see citing works
Olsson, S., Dag, M., & Kullberg, C. (2017) · European Journal of Special Needs Education · doi:10.1080/08856257.2017.1361656 · Cited by 38 · see citing works
Durkin, K., Conti‐Ramsden, G., & Simkin, Z. (2011) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-011-1224-y · Cited by 38 · see citing works
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Hearing impairment and language delay in infants: Diagnostics and genetics
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Tomblin, J. B., & Mueller, K. L. (2012) · Topics in Language Disorders · doi:10.1097/tld.0b013e318261c264 · Cited by 34 · see citing works
The effects of lupus and antiphospholipid antibody syndrome on foetal outcomes
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Foster, M. E., Choo, A. L., & Smith, S. A. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1096145 · Cited by 33 · see citing works
Progress in Understanding Adolescent Language Disorders
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Language Impairment From 4 to 12 Years: Prediction and Etiology
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Systematic Review and Meta-Analysis of Screening Tools for Language Disorder
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Health-Related Quality of Life of Children with Specific Language Impairment Aged 8–11
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- Authors
- BEITCHMAN, J. H., WILSON, B., BROWNLIE, E. B., WALTERS, H., & LANCEE, W.
- Affiliations
- University of Toronto (CA)
- Corresponding author
- BEITCHMAN, JOSEPH H.
- ORCID
- BROWNLIE, E.B.
- Venue
- Journal of the American Academy of Child & Adolescent Psychiatry
- Publisher
- Elsevier BV
- Published
- 1996-06
- Volume
- 35
- Issue
- 6
- Pages
- 804-814
- ISSN
- 0890-8567 (ISSN-L)
- OpenAlex
- W2095034938
- Cited by
- 219
- References
- 18
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 4 · 2023: 5 · 2022: 7 · 2021: 9 · 2020: 5 · 2019: 5 · 2018: 6 · 2017: 11 · 2016: 10 · 2015: 10 · 2014: 9 · 2013: 7 · 2012: 16
- FWCI
- 6.34
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of the American Academy of Child & Adolescent Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- speech and language impairment, long-term outcomes, developmental outcomes, articulation disorders, language comprehension, early childhood language assessment, early intervention, cognitive outcomes, longitudinal follow-up
- MeSH terms
- Child, Child, Preschool, Educational Status, Female, Follow-Up Studies, Humans, Language Development Disorders, Language Tests, Learning Disabilities, Male, Speech Disorders
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