The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index.
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 (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
Citations
Cites
A Clinical Appraisal of the Pragmatic Aspects of Language
Prutting, C. A., & Kittchner, D. M. (1987) · Journal of Speech and Hearing Disorders · doi:10.1044/jshd.5202.105 · Cited by 680
Manual for the Wechsler preschool and primary scale of intelligence
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Long-Term Consistency in Speech/Language Profiles: II. Behavioral, Emotional, and Social Outcomes
Beitchman, J. H., WILSON, B., Brownlie, E. B., WALTERS, H., Inglis, A., & Lancee, W. J. (1996) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/00004583-199606000-00022 · Cited by 244
Self-citationBishop, D., & Edmundson, A. (1987) · Developmental Medicine & Child Neurology · doi:10.1111/j.1469-8749.1987.tb02504.x · Cited by 223
Beery-Buktenica Developmental Test of Visual-Motor Integration
(2011) · Springer eBooks · doi:10.1007/978-0-387-79061-9_6534 · Cited by 219
A Prospective Psychiatric Follow-up of Children with Speech/Language Disorders
Baker, L., & Cantwell, D. P. (1987) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/00004583-198707000-00015 · Cited by 213
Language Development and Disorders
Robinson, R. J. (1988) · Archives of Disease in Childhood · doi:10.1136/adc.63.6.686 · Cited by 195
CLUMSINESS AND PERCEPTUAL PROBLEMS IN CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT
Powell, R., & Bishop, D. (1992) · Developmental Medicine & Child Neurology · doi:10.1111/j.1469-8749.1992.tb11514.x · Cited by 177
Speech retarded and deaf children : their psychological development
Fundudis, T., Kolvin, I., & Garside, R. F. (1979) · Cited by 162
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Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & and the CATALISE‐2 consortium (2017) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.12721 · Cited by 1,641
A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments
Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2002/093 · Cited by 1,057
Children at risk for early academic problems: the role of learning-related social skills
McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000) · Early Childhood Research Quarterly · doi:10.1016/s0885-2006(00)00069-7 · Cited by 812
Law, J., Boyle, J., Harris, F., Harkness, A., & Nye, C. (2000) · International Journal of Language & Communication Disorders · doi:10.1080/136828200247133 · Cited by 695
Bellinger, D. C., Wypij, D., Kuban, K. C. K., Rappaport, L. A., Hickey, P. R., Wernovsky, G., Jonas, R. A., & Newburger, J. W. (1999) · Circulation · doi:10.1161/01.cir.100.5.526 · Cited by 579
Metadata
- 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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