Cited by 219Language Development and DisordersDevelopmental and Educational NeuropsychologyReading and Literacy Development

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Long-Term Consistency in Speech/Language Profiles: I. Developmental and Academic Outcomes

BEITCHMAN, JOSEPH H., WILSON, BETH, BROWNLIE, E.B., WALTERS, HEATHER, LANCEE, WILLIAM·1996·Journal of the American Academy of Child & Adolescent Psychiatry

DOI 10.1097/00004583-199606000-00021

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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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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)
DOI: 10.1097/00004583-199606000-00021
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
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
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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Long-Term Consistency in Speech/Language Profiles: I. Developmental and Academic Outcomes

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