Modeling Developmental Language Difficulties From School Entry Into Adulthood: Literacy, Mental Health, and Employment Outcomes
Modeling Developmental Language Difficulties From School Entry Into Adulthood: Literacy, Mental Health, and Employment Outcomes
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DOI：
10.1044/1092-4388(2009/08-0142
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发表时间：
2009-12-01
影响因子：
2.6
通讯作者：
Parsons, Samantha
中科院分区：
文献类型：
--
作者：
Law, James;Rush, Robert;Parsons, Samantha
目的：了解发育性语言障碍的长期结果是了解它们的重要性的关键。到目前为止，大多数预后研究往往是临床的，而不是基于人群的，这必然会影响解释。这项研究试图使用英国出生队列的17196名儿童的数据来解决这个问题，跟踪他们从入学到成年，检查识字、心理健康和34岁时的就业情况。这项研究比较了特殊语言障碍(SLI)、非特定语言障碍(N-SLI)和典型发展中语言(TL)的组。方法：对输入的5年和34年数据进行二次数据分析。结果：结果表明，两组患者的人口统计学和生物学风险之间存在很强的相关性。这些关联在N-SLI组中是一致的，但在SLI组中更为混合。结论：数据表明SLI和N-SLI都是所有已确定结果的重要危险因素。有充分的理由查明这些儿童并制定适当的干预措施。根据所采用的措施和对实践的影响，对结果进行了讨论。
Purpose: Understanding the long-term outcomes of developmental language difficulties is key to knowing what significance to attach to them. To date, most prognostic studies have tended to be clinical rather than population-based, which necessarily affects the interpretation. This study sought to address this issue using data from a U. K. birth cohort of 17,196 children, following them from school entry to adulthood, examining literacy, mental health, and employment at 34 years of age. The study compared groups with specific language impairment (SLI), nonspecific language impairment (N-SLI), and typically developing language (TL).Method: Secondary data analysis of the imputed 5-year and 34-year data was carried using multivariate logistic regressions.Results: The results show strong associations for demographic and biological risk for both impairment groups. The associations are consistent for the N-SLI group but rather more mixed for the SLI group.Conclusions: The data indicate that both SLI and N-SLI represent significant risk factors for all the outcomes identified. There is a strong case for the identification of these children and the development of appropriate interventions. The results are discussed in terms of the measures used and the implications for practice.