Language growth in children with heterogeneous language disorders: a population study / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1092-1105 Titre : Language growth in children with heterogeneous language disorders: a population study Type de document : Texte imprimé et/ou numérique Auteurs : Courtenay F. NORBURY, Auteur ; George VAMVAKAS, Auteur ; Debbie GOOCH, Auteur ; Gillian BAIRD, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur Article en page(s) : p.1092-1105 Langues : Anglais (eng) Mots-clés : Language disorder  language trajectories  longitudinal study  comorbidity Index. décimale : PER Périodiques Résumé : Background Language development has been characterised by significant individual stability from school entry. However, the extent to which trajectories of language growth vary in children with language disorder as a function of co-occurring developmental challenges is a question of theoretical import, with implications for service provision. Methods SCALES employed a population-based survey design with sample weighting procedures to estimate growth in core language skills over the first three years of school. A stratified sample (n = 529) received comprehensive assessment of language, nonverbal IQ, and social, emotional and behavioural difficulties at 5–6 years of age and 95% of the sample (n = 499) were assessed again at ages 7–8. Language growth was measured using both raw and standard scores in children with typical development, children with language disorder of unknown origin, and children with language disorders associated with a known clinical condition and/or intellectual disability. Results Overall, language was stable at the individual level (estimated ICC = 0.95) over the first three years of school. Linear mixed effects models highlighted steady growth in language raw scores across all three groups, including those with multiple developmental challenges. There was little evidence, however, that children with language disorders were narrowing the gap with peers (z-scores). Adjusted models indicated that while nonverbal ability, socioeconomic status and social, emotional and behavioural deficits predicted initial language score (intercept), none predicted language growth (slope). Conclusions These findings corroborate previous studies suggesting stable language trajectories after ages 5–6 years, but add considerably to previous work by demonstrating similar developmental patterns in children with additional nonverbal cognitive deficits, social, emotional, and behavioural challenges, social disadvantage or clinical diagnoses. En ligne : http://dx.doi.org/10.1111/jcpp.12793 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] Language growth in children with heterogeneous language disorders: a population study [Texte imprimé et/ou numérique] / Courtenay F. NORBURY, Auteur ; George VAMVAKAS, Auteur ; Debbie GOOCH, Auteur ; Gillian BAIRD, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur . - p.1092-1105. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1092-1105 Mots-clés : Language disorder  language trajectories  longitudinal study  comorbidity Index. décimale : PER Périodiques Résumé : Background Language development has been characterised by significant individual stability from school entry. However, the extent to which trajectories of language growth vary in children with language disorder as a function of co-occurring developmental challenges is a question of theoretical import, with implications for service provision. Methods SCALES employed a population-based survey design with sample weighting procedures to estimate growth in core language skills over the first three years of school. A stratified sample (n = 529) received comprehensive assessment of language, nonverbal IQ, and social, emotional and behavioural difficulties at 5–6 years of age and 95% of the sample (n = 499) were assessed again at ages 7–8. Language growth was measured using both raw and standard scores in children with typical development, children with language disorder of unknown origin, and children with language disorders associated with a known clinical condition and/or intellectual disability. Results Overall, language was stable at the individual level (estimated ICC = 0.95) over the first three years of school. Linear mixed effects models highlighted steady growth in language raw scores across all three groups, including those with multiple developmental challenges. There was little evidence, however, that children with language disorders were narrowing the gap with peers (z-scores). Adjusted models indicated that while nonverbal ability, socioeconomic status and social, emotional and behavioural deficits predicted initial language score (intercept), none predicted language growth (slope). Conclusions These findings corroborate previous studies suggesting stable language trajectories after ages 5–6 years, but add considerably to previous work by demonstrating similar developmental patterns in children with additional nonverbal cognitive deficits, social, emotional, and behavioural challenges, social disadvantage or clinical diagnoses. En ligne : http://dx.doi.org/10.1111/jcpp.12793 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1247-1257 Titre : The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study Type de document : Texte imprimé et/ou numérique Auteurs : Courtenay F. NORBURY, Auteur ; Debbie GOOCH, Auteur ; Charlotte WRAY, Auteur ; Gillian BAIRD, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; George VAMVAKAS, Auteur ; Andrew PICKLES, Auteur Article en page(s) : p.1247-1257 Langues : Anglais (eng) Mots-clés : Developmental language disorder  NVIQ discrepancy  prevalence  functional impairment Index. décimale : PER Périodiques Résumé : Background Diagnosis of ‘specific’ language impairment traditionally required nonverbal IQ to be within normal limits, often resulting in restricted access to clinical services for children with lower NVIQ. Changes to DSM-5 criteria for language disorder removed this NVIQ requirement. This study sought to delineate the impact of varying NVIQ criteria on prevalence, clinical presentation and functional impact of language disorder in the first UK population study of language impairment at school entry. Methods A population-based survey design with sample weighting procedures was used to estimate population prevalence. We surveyed state-maintained reception classrooms (n = 161 or 61% of eligible schools) in Surrey, England. From a total population of 12,398 children (ages 4–5 years), 7,267 (59%) were screened. A stratified subsample (n = 529) received comprehensive assessment of language, NVIQ, social, emotional and behavioural problems, and academic attainment. Results The total population prevalence estimate of language disorder was 9.92% (95% CI 7.38, 13.20). The prevalence of language disorder of unknown origin was estimated to be 7.58% (95% CI 5.33, 10.66), while the prevalence of language impairment associated with intellectual disability and/or existing medical diagnosis was 2.34% (95% CI 1.40, 3.91). Children with language disorder displayed elevated symptoms of social, emotional and behavioural problems relative to peers, F(1, 466) = 7.88, p = .05, and 88% did not make expected academic progress. There were no differences between those with average and low-average NVIQ scores in severity of language deficit, social, emotional and behavioural problems, or educational attainment. In contrast, children with language impairments associated with known medical diagnosis and/or intellectual disability displayed more severe deficits on multiple measures. Conclusions At school entry, approximately two children in every class of 30 pupils will experience language disorder severe enough to hinder academic progress. Access to specialist clinical services should not depend on NVIQ. En ligne : http://dx.doi.org/10.1111/jcpp.12573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study [Texte imprimé et/ou numérique] / Courtenay F. NORBURY, Auteur ; Debbie GOOCH, Auteur ; Charlotte WRAY, Auteur ; Gillian BAIRD, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; George VAMVAKAS, Auteur ; Andrew PICKLES, Auteur . - p.1247-1257. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1247-1257 Mots-clés : Developmental language disorder  NVIQ discrepancy  prevalence  functional impairment Index. décimale : PER Périodiques Résumé : Background Diagnosis of ‘specific’ language impairment traditionally required nonverbal IQ to be within normal limits, often resulting in restricted access to clinical services for children with lower NVIQ. Changes to DSM-5 criteria for language disorder removed this NVIQ requirement. This study sought to delineate the impact of varying NVIQ criteria on prevalence, clinical presentation and functional impact of language disorder in the first UK population study of language impairment at school entry. Methods A population-based survey design with sample weighting procedures was used to estimate population prevalence. We surveyed state-maintained reception classrooms (n = 161 or 61% of eligible schools) in Surrey, England. From a total population of 12,398 children (ages 4–5 years), 7,267 (59%) were screened. A stratified subsample (n = 529) received comprehensive assessment of language, NVIQ, social, emotional and behavioural problems, and academic attainment. Results The total population prevalence estimate of language disorder was 9.92% (95% CI 7.38, 13.20). The prevalence of language disorder of unknown origin was estimated to be 7.58% (95% CI 5.33, 10.66), while the prevalence of language impairment associated with intellectual disability and/or existing medical diagnosis was 2.34% (95% CI 1.40, 3.91). Children with language disorder displayed elevated symptoms of social, emotional and behavioural problems relative to peers, F(1, 466) = 7.88, p = .05, and 88% did not make expected academic progress. There were no differences between those with average and low-average NVIQ scores in severity of language deficit, social, emotional and behavioural problems, or educational attainment. In contrast, children with language impairments associated with known medical diagnosis and/or intellectual disability displayed more severe deficits on multiple measures. Conclusions At school entry, approximately two children in every class of 30 pupils will experience language disorder severe enough to hinder academic progress. Access to specialist clinical services should not depend on NVIQ. En ligne : http://dx.doi.org/10.1111/jcpp.12573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

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