A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of specific language impairment (SLI)

TLDR: A decrease in behavioral and emotional problems was observed from childhood to adolescence, although emotional problems were still evident in adolescence, and there was an increase in social problems.

About: This article is published in Journal of Communication Disorders.The article was published on 2011-03-01 and is currently open access. It has received 312 citations till now. The article focuses on the topics: Strengths and Difficulties Questionnaire & Specific language impairment.

Figures

Figure 1.Developmental trajectories of themean SDQ total difficulties score and all subscale scores with standard error of themean bars. The clinical cutoff line (solid) and a line showing themean for the normative sample (Ages 5–10Normative SampleMeans (SD): SDQ total – 6.7 (5.9); Hyperactivity – 3.0 (2.8); Conduct – 0.9 (1.6); Emotional – 1.5 (1.9); Peer – 1.4 (1.8). Ages 11–15 Normative Sample Means (SD): SDQ total – 6.3 (6.1); Hyperactivity – 2.6 (2.7); Conduct – 0.9 (1.7); Emotional – 1.3 (1.9); Peer – 1.4 (1.8)) aged 5–15 years old (dotted) are included for reference. All scores are fitted values to account for attrition over time.

Table 2 Mean (and SD) SDQ total difficulties and subscale scores including percentage of individuals with a history of SLI who scored over the impairment threshold at age 7, 8, 11 and 16. The expected mean levels of difficulty and the expected percentages of impaired individuals are given as a reference.

Fig. 5. SDQ total difficulties score and all subscale scores by age 7 reading accuracy ability for all ages (solid line) and separated into age 7, 8, 11 and 16 predictive trajectories.

Fig. 3. SDQ total difficulties score and all subscale scores by age 11 pragmatic language ability for all ages (solid line) and separated into age 11 and 16 predictive trajectories.

Fig. 2. SDQ total difficulties score and all subscale scores by age 7 expressive language ability for all ages (solid line) and separated into age 7, 8, 11 and 16 predictive trajectories.

Fig. 4. SDQ total difficulties score and all subscale scores by age 7 receptive language abilities for all ages (solid line) and separated into age 7, 8, 11 and 16 predictive trajectories.

Frequently asked questions

Q1. What are the contributions mentioned in the paper "A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of specific language impairment (sli)" ?

In this paper, the Strengths and Difficulties Questionnaire was used to measure behavioral ( hyperactivity and conduct ), emotional and social ( peer ) problems in a sample of individuals with a history of specific language impairment at four time points from childhood ( age 7 ) to adolescence ( age 16 ). 

Q2. What are the main aspects of language that are more likely to impact on how adolescents with a?

Pragmatic skills, such as the ability to make inferences in conversation, understand the perspective of others and appreciate humor, however, are more likely to impact on how adolescents ‘‘tune in’’ with peers during social interaction. 

Q3. What is the earliest measure available for each aspect of language and literacy examined?

The earliest measure available for each aspect of language and literacy examined was used, i.e., reading accuracy, expressive and receptive language at age 7 and pragmatic abilities at age 11. 

Q4. What is the meaning of the term prediction plot?

These are prediction plots based on the raw data, not fitted values, thus the curvature of the trajectories may be more influenced by individual data points. 

Q5. How did they find the decrease in emotional problems in children with SLI?

Redmond and Rice (2002) found a decrease in emotional problems in children with SLI from 5 to 7 years of age, but also observed more stable patterns of attentional and social problems across this time period. 

Q6. Why were the SDQ subscale scores analyzed as ordinal variables?

Because SDQ subscale scores are highly skewed, for formal inference they were analyzed as ordinal variables using the Generalized Linear Latent and Mixed Models procedure—www.gllamm.org (Rabe-Hesketh, Skrondal, & Pickles, 2002). 

Q7. How many children were in the Manchester Language Study?

The original cohort of 242 children represented a random 50% sample of all children attending year 2 (age 7) in language units across England. 

Q8. What is the significance of the results in the full longitudinal analysis?

With regard to the replication requiring all four timepoints, the patterns of results were replicated, but some results found to be significant in the full longitudinal analysis reported above did not meet the .05 level of significance in this smaller sample (linear trend emotional subscale p = .10; linear trend peer subscale, p = .07; categorical 8–16 difference hyperactivity subscale, p = .08; categorical 8–16 difference emotion subscale, p = .13). 

Q9. Why is the relationship between early language and reading abilities likely to be maintained?

the maintenance of the relationship between BESD and early language and reading abilities is likely due to the consistency of individuals’ language and reading skills from age 7 onwards.