Journal ArticleDOI
Emotional and Behavioural Outcomes Later in Childhood and Adolescence for Children with Specific Language Impairments: Meta-Analyses of Controlled Prospective Studies.
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TLDR
Compared to typical children, SLI children experience clinically important increases in the severity of diverse emotional, behavioural and ADHD symptoms and more frequently show a clinical level of these problems.Abstract:
Background: Prospective evidence on psychological outcomes for children with specific language impairments (SLI) is accumulating. To date, there has been no attempt to summarise what this evidence says about the strength of link between SLI and later child and adolescent emotional and behavioural (EB) outcomes.
Methods: We undertook a systematic review and meta-analysis (following PRISMA guidelines and involving a literature search to June 2012 of seven databases, including MEDLINE and PsychAPA) of prospective, cohort studies of children with SLI and typical language development (TLD) reporting on the incidence and severity of EB problems later in childhood or adolescence.
Results: Nineteen follow-up reports of eight cohorts with 553 SLI children and 1533 TLD controls were identified. Initial assessment was at 3–8.8 years of age and follow-up duration from 2 to 12 years. Pooled across comparable studies, SLI children were about two times more likely to show disorder levels of overall internalising problems, overall externalising and ADHD problems than TLD children. Compared with the average TLD child (50 percentile), at follow-up, the symptom severity of the average SLI child was at the 72 percentile (95% CI 65–79 percentile) on internalising symptoms, the 69 percentile (95% CI 63–74 percentile) on externalising symptoms and the 60 percentile (95% CI 52–68 percentile) on AHDH severity. The findings about risk to specific mental disorders and the severity of specific problems were inconclusive.
Conclusions: Relative to typical children, SLI children experience clinically important increases in the severity of diverse emotional, behavioural and ADHD symptoms and more frequently show a clinical level of these problems. The small number of studies included in pooled analysis and methodological heterogeneity reduce the precision and generalisability of the findings. Most studies do not account for initial levels of EB problems.read more
Citations
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References
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TL;DR: The Newcastle-Ottawa Scale (NOS) as discussed by the authors was developed to assess the quality of nonrandomised studies with its design, content and ease of use directed to the task of incorporating the quality assessments in the interpretation of meta-analytic results.
Journal ArticleDOI
The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration
Alessandro Liberati,Douglas G. Altman,Jennifer Tetzlaff,Cynthia D. Mulrow,Peter C Gøtzsche,John P. A. Ioannidis,Mike Clarke,Philip J. Devereaux,Jos Kleijnen,David Moher +9 more
TL;DR: The meaning and rationale for each checklist item is explained, and an example of good reporting is included and, where possible, references to relevant empirical studies and methodological literature are included.
Journal ArticleDOI
Prevalence of Specific Language Impairment in Kindergarten Children
J. Bruce Tomblin,Nancy L. Records,Paula Buckwalter,Xuyang Zhang,Elaine M. Smith,Marlea O’Brien +5 more
TL;DR: The prevalence estimates obtained fell within recent estimates for SLI, but demonstrated that this condition is more prevalent among females than has been previously reported.
Journal ArticleDOI
How Many Studies Do You Need? A Primer on Statistical Power for Meta-Analysis
TL;DR: The authors discuss the value of confidence intervals, show how they could be used in addition to or instead of retrospective power analysis, and demonstrate that confidence intervals can convey information more effectively in some situations than power analyses alone.
Journal ArticleDOI
Developmental language disorders – a follow-up in later adult life. Cognitive, language and psychosocial outcomes
TL;DR: A receptive developmental language disorder involves significant deficits in theory of mind, verbal short-term memory and phonological processing, together with substantial social adaptation difficulties and increased risk of psychiatric disorder in adult life.