Lindsay, Geoff and Dockrell, Julie E.. (2012) Longitudinal patterns of behavioral, emotional, and social difficulties and self-concept in adolescents with a history of specific language impairment. Language, Speech, and Hearing Services in Schools, Vol.43 . pp. 445-460. ISSN 1558-9129

Full text not available from this repository.

Abstract

Purpose: This study explored the prevalence and stability of behavioral difficulties and self-concepts between 8 and 17 years in a sample of children with a history of specific language impairment (SLI). We investigated whether earlier behavioral, emotional and social difficulties (BESD), self-concepts, language, and literacy abilities predicted behavioral difficulties and self-concepts at 16/17 years.

Method: In this prospective longitudinal study, 65 students were followed up with teacher behavior ratings and individual assessments of language, literacy, and self-concepts at 8, 10, 12, 16, and 17 years.

Results: The students had consistently higher levels of five domains of BESD, which had different trajectories over time, and poorer scholastic competence, whose trajectory also varied over time. Earlier language ability did not predict later behavioral difficulties or self-concepts but the prediction of academic self-concept at 16 by literacy at 10 years approached significance.

Conclusions: We demonstrate the importance of distinguishing domains of behavioral difficulties and self-concept. Language, when measured at 8 or 10 years, was not a predictor of behavior or self-concepts at 16 years, or of self-concepts at 17 years. The study stresses the importance of practitioners addressing academic abilities and different social-behavioral domains in delivering support for adolescents with SLI.

Item Type:	Journal Article
Subjects:	L Education > LC Special aspects of education
Divisions:	Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) Faculty of Social Sciences > Institute of Education
Journal or Publication Title:	Language, Speech, and Hearing Services in Schools
Publisher:	American Speech-Language-Hearing Association (ASHA)
ISSN:	1558-9129
Official Date:	23 October 2012
Volume:	Vol.43
Page Range:	pp. 445-460
Identification Number:	10.1044/0161-1461(2012/11-0069)
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
URI:	http://wrap.warwick.ac.uk/id/eprint/49597

Request changes to a record

Actions (login required)

View Item