Book contents
- Language Development
- Language Development
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- A Tribute to Our Friend, Colleague and Fellow Editor, Professor James Law
- Introduction
- Part One Factors Influencing Language Development
- Part Two Continuity and Change
- 11 Language Trajectories in Childhood
- 12 Patterns of Language Development from Childhood to Adulthood and the Associated Long-term Psychosocial Outcomes
- 13 Social Inequalities in Vocabulary and the Role of Reading
- 14 The Dynamic Nature of Predictors and Outcomes in Children’s Language Development over Childhood
- Part Three Impact, Intervention and Equity
- Index
- References
12 - Patterns of Language Development from Childhood to Adulthood and the Associated Long-term Psychosocial Outcomes
from Part Two - Continuity and Change
Published online by Cambridge University Press: 11 August 2022
Book contents
- Language Development
- Language Development
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- A Tribute to Our Friend, Colleague and Fellow Editor, Professor James Law
- Introduction
- Part One Factors Influencing Language Development
- Part Two Continuity and Change
- 11 Language Trajectories in Childhood
- 12 Patterns of Language Development from Childhood to Adulthood and the Associated Long-term Psychosocial Outcomes
- 13 Social Inequalities in Vocabulary and the Role of Reading
- 14 The Dynamic Nature of Predictors and Outcomes in Children’s Language Development over Childhood
- Part Three Impact, Intervention and Equity
- Index
- References
Summary
Language is fundamental to success in many life domains, and children showing vulnerabilities in their language development may be at risk of poorer lifelong outcomes. This chapter synthesises evidence from longitudinal population-based and community samples to describe the long-term psychosocial outcomes associated with a history of language problems. Notably, this chapter centres on the outcomes of late talkers and children with developmental language disorder (DLD). The chapter begins by profiling the outcomes experienced when language difficulties are identified at a single point in the child’s development. Next, the influence of changes in language profiles over time on the long-term psychosocial outcomes is considered. Throughout the chapter, outcomes are explored across key areas including literacy and numeracy, educational and vocational attainment, emotional and behavioural functioning, social connections, and mental health and well-being. The studies presented show that while heterogeneity exists, children with language problems at one point in development are at increased risk of difficulties in other domains of life, and these adverse outcomes can persist into adulthood.
- Type
- Chapter
- Information
- Language DevelopmentIndividual Differences in a Social Context, pp. 281 - 301Publisher: Cambridge University PressPrint publication year: 2022
References
Armstrong, R., Arnott, W., Copland, D. A., McMahon, K., Khan, A., Najman, J. M., & Scott, J. G. (2016). Change in receptive vocabulary from childhood to adulthood: Associated mental health, education and employment outcomes. International Journal of Language and Communication Disorders, 52, 561–572.Google Scholar
Armstrong, R., Scott, J. G., Whitehouse, A. J. O., Copland, D. A., Mcmahon, K. L., & Arnott, W. (2017a). Late talkers and later language outcomes: Predicting the different language trajectories. International Journal of Speech-Language Pathology, 19, 237–250.Google Scholar
Armstrong, R., Whitehouse, A. J. O., Scott, J. G., Copland, D. A., McMahon, K., Fleming, S., & Arnott, W. (2017b). A relationship between early language skills and adult autistic-like traits: Evidence from a longitudinal population-based study. Journal of Austism and Developmental Disorders, 47, 1478–1489.CrossRefGoogle ScholarPubMed
Beitchman, J. H., Brownlie, E. B., & Bao, L. (2014). Age 31 mental health outcomes of childhood language and speech disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 53, 1102–1110.Google Scholar
Beitchman, J. H., Brownlie, E. B., Inglis, A., Wild, J., Ferguson, B., Schachter, D., … Mathews, R. (1996). Seven-year follow-up of speech/language impaired and control children: Psychiatric outcome. Journal of Child Psychology and Psychiatry, 37, 961–970.CrossRefGoogle ScholarPubMed
Beitchman, J., Wilson, B., Johnson, C., Atkinson, L., Young, A., Adlaf, E., …, Douglas, L. (2001). Fourteen-year follow-up of speech/language-impaired and control children: Psychiatric outcome. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 75–82.Google Scholar
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & Catalise-2 Consortium (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development. Phase 2. Terminology. PeerJ Preprints, 4.Google Scholar
Bolton, P. F., Golding, J., Emond, A., & Steer, C. D. (2012). Autism spectrum disorder and autistic traits in the Avon Longitudinal Study of Parents and Children: Precursors and early signs. Journal of the American Academy of Child and Adolescent Psychiatry, 51, 249–260.Google Scholar
Botting, N., & Conti‐Ramsden, G. (2008). The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI. British Journal of Developmental Psychology, 26, 281–300.CrossRefGoogle Scholar
Brownlie, E., Bao, L., & Beitchman, J. (2016). Childhood language disorder and social anxiety in early adulthood. International Society for Research in Child and Adolescent Psychopathology, 44, 1061–1070.Google ScholarPubMed
Conti-Ramsden, G., & Botting, N. (2008). Emotional health in adolescents with and without a history of Specific Language Impairment (SLI). Journal of Child Psychology and Psychiatry, 49, 516–525.CrossRefGoogle ScholarPubMed
Conti-Ramsden, G., & Durkin, K. (2012). Postschool educational and employment experiences of young people with specific language impairment. Language, Speech, and Hearing Services in Schools, 43, 507–520.Google Scholar
Conti-Ramsden, G., & Durkin, K. (2015). Language impairment and adolescent outcomes. In Durkin, K. & Schaffer, H. R. (Eds.), The Wiley handbook of developmental psychology in practice: Implementation and impact (pp. 407–439). doi:10.1002/9781119095699.ch16Google Scholar
Conti-Ramsden, G., Durkin, K., Mok, P. L. H., Toseeb, U., & Botting, N. (2016). Health, employment and relationships: Correlates of personal wellbeing in young adults with and without a history of childhood language impairment. Journal of Social Science and Medicine, 160, 20–28.Google Scholar
Conti-Ramsden, G., Durkin, K., Simkin, Z., & Knox, E. (2009). Specific language impairment and school outcomes. Identifying and explaining variability at the end of compulsory education. International Journal of Language and Communication Disorders, 44, 15–35.Google Scholar
Conway, J., Levickis, P. A., Mensah, F., McKean, C., Smith, K., & Reilly, S., (2017). Associations between expressive and receptive language and internalising and externalising behaviours in a community-based prospective study of slow-to-talk toddlers. International Journal of Language and Communication Disorders, 52, 839–853.Google Scholar
Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003). Outcomes of early language delay: Predicting persistent and transient language difficulties at 3 and 4 years. Journal of Speech, Language, and Hearing Research, 46(3), 544–560. doi:10.1044/1092-4388(2003/044)Google Scholar
Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school‐age language and literacy outcomes? Journal of Child Psychology and Psychiatry, 56, 848–856.Google Scholar
Dunn, L. M., & Dunn, L. M. 1981. Peabody Picture Vocabulary Test – Revised. Circle Pines, MN: American Guidance Service.Google Scholar
Durkin, K., & Conti-Ramsden, G. (2007). Language, social behavior, and the quality of friendships in adolescents with and without a history of specific language impairment. Child Development, 78, 1441–1457.Google Scholar
Dworzynski, K., Ronald, A., Hayiou-Thomas, M., Rijsdijk, F., Happé, F., Bolton, P. F., & Plomin, R. (2007). Aetiological relationship between language performance and autistic-like traits in childhood: A twin study. International Journal of Language and Communication Disorders, 42, 273–292.Google Scholar
Goh Kok Yew, S., & O’Kearney, R. (2015). The role of early language difficulties in the trajectories of conduct problems across childhood. International Society for Research in Child and Adolescent Psychopathology, 43, 1515–1527.Google Scholar
Irwin, J. R., Carter, A. S., & Briggs-Gowan, M. J. (2002). The social-emotional development of ‘late-talking’ toddlers. Journal of the American Academy of Child and Adolescent Psychiatry, 41(11), 1324–1332. doi:10.1097/00004583-200211000-00014CrossRefGoogle ScholarPubMed
Johnson, C. J., Beitchman, J. H., & Brownlie, E. B. (2010). Twenty-year follow-up of children with and without speech-language impairments: Family, educational, occupational, and quality of life outcomes. American Journal of Speech-Language Pathology, 19, 51–65.CrossRefGoogle ScholarPubMed
Law, J., Rush, R., Clegg, J., Peters, T., & Roulstone, S. (2015). The role of pragmatics in mediating the relationship between social disadvantage and adolescent behavior. Journal of Developmental and Behavioral Pediatrics, 36(5), 389–398.Google Scholar
Levickis, P., Sciberras, E., McKean, C., Conway, L., Pezic, A., Mensah, F., … Reilly, S. (2018). Language and social-emotional and behavioural wellbeing from 4 to 7 years: A community-based study. European Child & Adolescent Psychiatry, 27(7), 849–859.CrossRefGoogle Scholar
McKean, C., Wraith, D., Eadie, P., Cook, F., Mensah, F., & Reilly, S. (2017). Subgroups in language trajectories from 4 to 11 years: The nature and predictors of stable, improving and decreasing language trajectory groups. Journal of Child Psychology and Psychiatry, 58(10), 1081–1091.CrossRefGoogle ScholarPubMed
Morgan, P. L., Farkas, G., Hillemeier, M., & Scheffner Hammer, C. (2015). 24-month-old children with larger oral vocabularies display greater academic and behavioral functioning at kindergarten entry. Child Development, 86, 1351–1370.Google Scholar
Parsons, S., Schoon, I., Rush, R., & Law, J. (2011). Long-term outcomes for children with early language problems: Beating the odds. Children and Society, 25, 202–214.CrossRefGoogle Scholar
Peyre, H., Galera, C., Van Der Waerden, J., Hoertel, N., Bernard, J. Y., Melchior, M., & Ramus, F. (2016). Relationship between early language skills and the development of inattention/hyperactivity symptoms during the preschool period: Results of the EDEN mother–child cohort. BMC Psychiatry, 16(1), 380.CrossRefGoogle ScholarPubMed
Poll, G. H., & Miller, C. A. (2013). Late talking, typical talking, and weak language skills at middle childhood. Learning and Individual Differences, 26, 177–184.Google Scholar
Reilly, S., McKean, C., & Levickis, P. (2014). Late talking: Can it predict later language difficulties? www.mcri.edu.au/sites/default/files/media/documents/crec_rs2_late-talkers-1_design_v0.1_0.pdfGoogle Scholar
Reilly, S., Wake, M., Bavin, E. L., Prior, M., Williams, J., Bretherton, L., … Ukoumunne, O. C. (2007). Predicting language at 2 years of age: A prospective community study. Pediatrics, 120, e1441–e1449.Google Scholar
Rescorla, L. (2005). Age 13 language and reading outcomes in late-talking toddlers. Journal of Speech, Language, and Hearing Research, 48, 459–472.CrossRefGoogle ScholarPubMed
Rescorla, L. (2009). Age 17 language and reading outcomes in late-talking toddlers: Support for a dimensional perspective on language delay. Journal of Speech, Language, and Hearing Research, 52(1), 16–30. doi:10.1044/1092-4388(2008/07-0171)CrossRefGoogle ScholarPubMed
Schoon, I., Parsons, S., Rush, R., & Law, J. (2010). Children’s language ability and psychosocial development: A 29-year follow-up study. Pediatrics, 126, e73–e80.Google Scholar
Snowling, M. J., Adams, J. W., Bishop, D. V. M., & Stothard, S. E. (2001). Educational attainments of school leavers with a preschool history of speech-language impairments. International Journal of Language and Communication Disorders, 36, 173–183.Google Scholar
St Clair, M. C., Pickles, A., Durkin, K., & Conti-Ramsden, G. (2011). A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of Specific Language Impairment (SLI). Journal of Communication Disorders, 44, 186–199.CrossRefGoogle ScholarPubMed
St Clair, M. C., Forrest, C. L., Goh Kok Yew, S. G. K., & Gibson, J. L. (2019). Early risk factors and emotional difficulties in children at risk of developmental language disorder: A population cohort study. Journal of Speech, Language, and Hearing Research, 62(8), 2750–2771.CrossRefGoogle ScholarPubMed
Tomblin, J. B., Smith, E., & Zhang, X. (1997). Epidemiology of specific language impairment: Prenatal and perinatal risk factors. Journal of Communication Disorders, 30(4), 325–344. doi:10.1016/S0021–9924(97)00015-4Google Scholar
Toseeb, U., Pickles, A., Durkin, K., Botting, N., & Conti-Ramsden, G. (2017). Prosociality from early adolescence to young adulthood: A longitudinal study of individuals with a history of language impairment. Research in Developmental Difficulties, 62, 148–159.Google ScholarPubMed
Upton, J. (2013) Psychosocial factors. In Gellman, M. D. & Turner, J. R. (Eds.), Encyclopedia of behavioral medicine. New York, NY: Springer.Google Scholar
Voci, S. C., Beitchman, J. H., Brownlie, E. B., & Wilson, B. (2006). Social anxiety in late adolescence: The importance of early childhood language impairment. Journal of Anxiety Disorders, 20, 915–930.CrossRefGoogle ScholarPubMed
Wang, M. V., Aarø, L. E., & Ystrom, E. (2018). Language delay and externalizing problems in preschool age: A prospective cohort study. Journal of Abnormal Child Psychology, 46, 923–933.Google Scholar
Westrupp, E. M., Reilly, S., McKean, C., Law, J., Mensah, F., & Nicholson, J. M. (2019). Vocabulary development and trajectories of behavioral and emotional difficulties via academic ability and peer problems. Child Development, 91(2), e365–e382. doi:10.1111/cdev.13219Google Scholar
Whitehouse, A. J. O., Robinson, M., & Zubrick, S. R. (2011). Late talking and the risk for psychosocial problems during childhood and adolescence. Pediatrics, 128, e324–e332.CrossRefGoogle ScholarPubMed
Young, A. R., Beitchman, J. H., Johnson, C., Douglas, L., Atkinson, L., Escobar, M., & Wilson, B. (2002). Young adult academic outcomes in a longitudinal sample of early identified language impaired and control children. Journal of Child Psychology and Psychiatry, 43, 635–645.CrossRefGoogle Scholar
Zambrana, I. M., Pons, F., Eadie, P., & Ystrom, E. (2014). Trajectories of language delay from age 3 to 5: Persistence, recovery and late onset. International Journal of Language and Communication Disorders, 49(3), 304–316. doi:10.1111/1460-6984.12073Google Scholar
Zubrick, S. R., Taylor, C. L., Rice, M. L., & Slegers, D. W. (2007). Late language emergence at 24 months: An epidemiological study of prevalence, predictors, and covariates. Journal of Speech, Language, and Hearing Research, 50, 1562–1592.Google Scholar