Longitudinal Patterns of Behavioral, Emotional, and Social Difficulties and Self-Concepts in Adolescents With a History of Specific Language Impairment PurposeThis study explored the prevalence and stability of behavioral difficulties and self-concepts between the ages of 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; and language and literacy abilities predicted ... Clinical Forum: Language and Communication Disorders in Adolescents
Clinical Forum: Language and Communication Disorders in Adolescents  |   October 2012
Longitudinal Patterns of Behavioral, Emotional, and Social Difficulties and Self-Concepts in Adolescents With a History of Specific Language Impairment
 
Author Affiliations & Notes
  • Geoff Lindsay
    University of Warwick, Coventry, UK
  • Julie E. Dockrell
    University of London, Institute of Education, UK
  • Correspondence to Geoff Lindsay: geoff.lindsay@warwick.ac.uk
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Martin Fujiki
    Associate Editor: Martin Fujiki×
  • © 2012 American Speech-Language-Hearing Association
Article Information
School-Based Settings / Language Disorders / Specific Language Impairment
Clinical Forum: Language and Communication Disorders in Adolescents   |   October 2012
Longitudinal Patterns of Behavioral, Emotional, and Social Difficulties and Self-Concepts in Adolescents With a History of Specific Language Impairment
Language, Speech, and Hearing Services in Schools, October 2012, Vol. 43, 445-460. doi:10.1044/0161-1461(2012/11-0069)
History: Received September 6, 2011 , Revised January 9, 2012 , Accepted February 2, 2012
 
Language, Speech, and Hearing Services in Schools, October 2012, Vol. 43, 445-460. doi:10.1044/0161-1461(2012/11-0069)
History: Received September 6, 2011; Revised January 9, 2012; Accepted February 2, 2012
Web of Science® Times Cited: 15

PurposeThis study explored the prevalence and stability of behavioral difficulties and self-concepts between the ages of 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; and language and literacy abilities predicted behavioral difficulties and self-concepts at 16/17 years.

MethodIn 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.

ResultsThe students had consistently higher levels than norms of 5 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.

ConclusionsThe importance of distinguishing domains of behavioral difficulties and self-concept is demonstrated. Language, when measured at 8 or 10 years of age, 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.

ACKNOWLEDGMENTS
We acknowledge the support of grants from the Gatsby Charitable Foundation and the U.K. Government’s Department for Education. We are also grateful for the continuing involvement of the young people and their parents and teachers, and to Becky Clark, Mairi Ann Cullen, Clare Hall, Rebecca Jeanes, Clare Mackie, and Olympia Palikara, who collected the data.
Order a Subscription
Pay Per View
Entire Language, Speech, and Hearing Services in Schools content & archive
24-hour access
This Article
24-hour access