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1. Language in Autism and Specific Language Impairment: Where Are the Links? (EJ823738)
Author(s):
Williams, David; Botting, Nicola; Boucher, Jill
Source:
Psychological Bulletin, v134 n6 p944-963 Nov 2008
Pub Date:
2008-11-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Autism; Language Impairments; Etiology; Research Needs; Neurological Impairments
Abstract: It has been suggested that language impairment in autism is behaviorally, neurobiologically, and etiologically related to specific language impairment (SLI). In this article, the authors review evidence at each level and argue that the vast majority of data does not support the view that language impairment in autism can be explained in terms of comorbid SLI. The authors make recommendations for how this debate might be resolved and suggest a shift in research focus. They recommend that researchers concentrate on those aspects of language impairment that predominate in each disorder rather than on those comparatively small areas of potential overlap. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Parental Perspectives during the Transition to Adulthood of Adolescents with a History of Specific Language Impairment (SLI) (EJ784121)
Conti-Ramsden, Gina; Botting, Nicola; Durkin, Kevin
Journal of Speech, Language, and Hearing Research, v51 n1 p84-96 Feb 2008
2008-02-00
Journal Articles; Reports - Research
Descriptors: Prosocial Behavior; Language Impairments; Adolescents; Expressive Language; Rewards; Community Resources; Parents; Interviews; Parent Attitudes; Peer Relationship; Behavior Problems
Abstract: Purpose: This is the 2nd article of a companion set (the 1st article being on language and independence). It presents research examining parental perspectives on aspects of impairment in their offspring involving families rearing children with specific language impairment (SLI). Method: The same sample as that of the 1st study participated in this investigation: a total of 238 parents and their offspring (120 offspring with a history of SLI and 118 typically developing [TD] offspring). Parents were interviewed using the Transition Daily Rewards and Worries questionnaire (L. M. Glidden & B. M. Jobe, 2007; J. Menard, S. Schoolcraft, L. M. Glidden, & C. Lazarus, 2002). Measures of the adolescents' receptive and expressive language, reading, nonverbal IQ, and socioemotional functioning were obtained. Results: Parents of adolescents with a history of SLI had more negative expectations in the areas of future/adult life, socialization, and community resources. An exception was family relations, which was a source of reward for both sets of parents. Conclusions: Parents of adolescents with SLI have a range of perspectives regarding their offspring; some raise concerns, some are more positive. In addition, there is striking heterogeneity in the experiences of parents in the SLI group. Variables that influence being a concerned parent involve the adolescent's level of independence, quality of peer relations, his or her prosocial behavior, and the presence of conduct problems. [For companion article, see EJ784122.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Literacy in the Mainstream Inner-City School: Its Relationship to Spoken Language (EJ782038)
Myers, Lucy; Botting, Nicola
Child Language Teaching & Therapy, v24 n1 p95-114 2008
2008-00-00
Journal Articles; Reports - Research; Tests/Questionnaires
Descriptors: Urban Schools; Reading Comprehension; Oral Language; Test Norms; Literacy; Language Skills; Group Experience; Economically Disadvantaged; Speech Language Pathology; Secondary School Students; Correlation; Foreign Countries; Child Language
Abstract: This study describes the language and literacy skills of 11-year-olds attending a mainstream school in an area of social and economic disadvantage. The proportion of these young people experiencing difficulties in decoding and reading comprehension was identified and the relationship between spoken language skills and reading comprehension explored. The study recruited 36 individuals from a mainstream secondary school who were representative of the year group as a whole. Detailed spoken language and literacy assessments were carried out and information about educational attainment and special educational needs were obtained. Participants had significantly lower mean language and literacy scores than published test norms on all measures except story-telling. Twenty-one (58%) participants showed reading comprehension difficulties, 10 of whom also had difficulties with decoding. Participants with reading comprehension difficulties had significantly lower spoken language skills. A significant proportion of this group experience difficulties in literacy with associated spoken language deficits. The nature of the relationship between language and literacy skills, issues of identification and intervention are discussed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Emotional Health in Adolescents with and without a History of Specific Language Impairment (SLI) (EJ812881)
Conti-Ramsden, Gina; Botting, Nicola
Journal of Child Psychology and Psychiatry, v49 n5 p516-525 May 2008
2008-05-00
Descriptors: Adolescents; Language Impairments; Mental Health; Gender Differences; Depression (Psychology); Anxiety; Comparative Analysis; Risk
Abstract: Objective: This study examined the emotional health of adolescents with and without specific language impairment (SLI). Method: One hundred and thirty-nine adolescents with a history of SLI (15;10 years) and a peer group of 124 adolescents with normal language development (NLD) (15;11 years) participated, who were in their final year of compulsory schooling. The risk of emotional difficulties was assessed using the Moods and Feelings Questionnaire (MFQ) and the Child Manifest Anxiety Scale-R (CMAS-R). Comprehensive language and cognition data were available for all participants (NLD and SLI) concurrently and also longitudinally for those with SLI. Results: A clear increased risk of emotional health symptoms was found for the SLI group on both self- and parental-report. Girls scored less favourably than boys when groups were combined, but these were due to the effect of the NLD group, with no gender differences found in the SLI group. Direct links with language and cognition were not obvious. Instead, more diffuse factors such as family history of emotional health difficulties may warrant further investigation. Conclusion: There is a marked higher rate of anxiety and depression symptoms in adolescents with SLI. However, these do not appear to be a direct result of impoverished communicative experiences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Narrative in Adolescent Specific Language Impairment (SLI): A Comparison with Peers across Two Different Narrative Genres (EJ774316)
Wetherell, Danielle; Botting, Nicola; Conti-Ramsden, Gina
International Journal of Language & Communication Disorders, v42 n5 p583-605 Sep 2007
2007-09-00
Descriptors: Adolescents; Error Analysis (Language); Measures (Individuals); Language Skills; Language Impairments; Personal Narratives; Story Telling; Oral Language; Comparative Analysis; Syntax; Linguistic Performance; Interpersonal Communication; Evaluation Methods
Abstract: Background: Narrative may provide a useful way in which to assess the language ability of adolescents with specific language impairment and may be more ecologically valid than standardized tests. However, the language of this age group is seldom studied and, furthermore, the effect of narrative genre has not been explored in detail. Methods & Procedures: A total of 99 typically developing adolescents and 19 peers with specific language impairment were given two different types of narrative task: a story-telling condition and a conversational condition. Four areas of narrative (productivity, syntactic complexity, syntactic errors and performance) were assessed. Outcomes & Results: The group with specific language impairment was poorer on most aspects of narrative confirming recent research that specific language impairment is a long-term disorder. A number of measures also showed interactions between group and genre, with story-telling proving to be a disproportionately more difficult task for the specific language impairment group. Error analysis also suggested that the specific language impairment group was making qualitatively different errors to the typically developing group, even within a genre. Conclusions: Adolescents with specific language impairment are not only poorer at both types of narrative than peers, but also show different patterns of competence and error, and require more support from the narrative-partner. Clinical Implications: Assessments of adolescents are less frequent than at younger ages. This is partly because of the sparsity of tests available in this age range. Qualitative analysis of narrative might prove a useful alternative. The findings suggest that in every-day conversation, young people with specific language impairment manage their difficulties more discreetly and this might make them harder to identify in a mainstream setting. (Contains 7 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Narrative Skills in Adolescents with a History of SLI in Relation to Non-Verbal IQ Scores (EJ772670)
Child Language Teaching & Therapy, v23 n1 p95-113 2007
2007-00-00
Descriptors: Story Telling; Adolescents; Standardized Tests; Intelligence Quotient; Language Aptitude; Language Impairments; Oral Language; Cognitive Ability; Cognitive Processes; Children
Abstract: There is a debate about whether the language of children with primary language disorders and normal cognitive levels is qualitatively different from those with language impairments who have low or borderline non-verbal IQ (NVIQ). As children reach adolescence, this distinction may be even harder to ascertain, especially in naturalistic settings. Narrative may provide a useful, ecologically valid way in which to assess the language ability of adolescents with specific language impairment (SLI) who have intact or lowered NVIQ and to determine whether there is any discernable difference in every day language. Nineteen adolescents with a history of SLI completed two narrative tasks: a story telling condition and a conversational condition. Just under half the group (n = 8) had non-verbal IQs of 85. The remaining 11 had NVIQs in the normal range or above. Four areas of narrative (productivity, syntax, cohesion and performance) were assessed. There were no differences between the groups on standardized tests of language. However, the group with low NVIQ were poorer on most aspects of narrative, suggesting that cognitive level is important, even when language is the primary disorder. The groups showed similar patterns of differences between story telling and conversational narrative. It was concluded that adolescents with a history of SLI and poor cognitive levels have poorer narrative skills than those with normal range NVIQ even though these may not be detected by standardized assessment. Their difficulties present as qualitatively similar to those with normal range NVIQ and narratives appear impoverished rather than inaccurate. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The Characteristics and Concerns of Mothers of Adolescents with a History of SLI (EJ751628)
Pratt, Catherine; Botting, Nicola; Conti-Ramsden, Gina
Child Language Teaching and Therapy, v22 n2 p177-196 Jun 2006
2006-06-00
Descriptors: Psychometrics; Measures (Individuals); Cognitive Ability; Literacy; Comparative Analysis; Interpersonal Competence; Young Adults; Adolescents; Mothers; Language Impairments; Individual Characteristics; Parent Attitudes; Speech Impairments; Correlation; Intelligence Quotient
Abstract: The present study explores the characteristics and concerns of a group of mothers of young people with a history of specific language impairment (SLI). Altogether, 52 young people and their mothers participated. Psychometric tests were used to assess mothers' cognitive and literacy performance and socio-economic status was also recorded. Maternal concerns about their young people were taken from the Autism Diagnostic Interview. Young people were also assessed for language, literacy and cognitive performance. Number and type of concerns as well as the ways in which child and mother characteristics relate to maternal concern were examined. The findings revealed that mothers of those with SLI were no more likely to have language difficulties than those in the general population. The majority of mothers reported either one concern (36.5%), or two concerns (36.5%) for their adolescents. A smaller group reported more concerns (11.5%) and eight mothers reported no concerns for their adolescents (15%). The most common reported primary maternal concern was the future, followed by social and educational concerns. Interestingly, few mothers reported speech and language concerns. Furthermore, maternal concerns for their adolescents were not related to the young people's own characteristics. Whilst most parent characteristics were also not associated with their concerns, type of concern reported appeared to be related to mothers' own skills: higher overall IQ and literacy scores were found for parents reporting concerns about their adolescent's social skill. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Performance of Children with Different Types of Communication Impairment on the Clinical Evaluation of Language Fundamentals (CELF) (EJ751623)
Lloyd, Helen; Paintin, Kath; Botting, Nicola
Child Language Teaching and Therapy, v22 n1 p47-67 2006
2006-00-00
Descriptors: Language Skills; Sentences; Communication Disorders; Autism; Language Impairments; Children; Documentation; Memory; Structural Analysis (Linguistics); Evaluation Methods; Comparative Analysis; Pervasive Developmental Disorders; Recall (Psychology); Listening Skills; Language Tests
Abstract: Three groups of children with communication disorders were assessed using the CELF (Clinical Evaluation of Language Fundamentals). The results were used to compare the language skills of children with specific language impairment (SLI), autistic spectrum disorder (ASD) and a middle group who shared some characteristics of both SLI and ASD (Shared group). The children were aged between 5 years 10 months and 10 years 7 months. Each child was assessed on either the CELF UK 3 or the CELF Preschool, depending on their age and ability. The overall language profiles were compared and differences were found between the three groups. A more detailed analysis of the individual subtests was made, which showed that all three groups had the least difficulty with "Listening to Paragraphs" (which involves abstracting and remembering information from two short texts). It also showed that all three groups had difficulty with "Recalling Sentences" (which involves repeating sentences of increasing length and complexity). This paper discusses the value of using a more comprehensive range of linguistic assessments when considering the similarities and differences between groups of children within this population, it also considers the educational and clinical implications and makes suggestions for future research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Semantic and Inferencing Abilities in Children with Communication Disorders (EJ719682)
Botting, Nicola; Adams, Catherine
International Journal of Language and Communication Disorders, v40 n1 p49-66 Jan-Mar 2005
2005-00-00
Descriptors: Comparative Analysis; Task Analysis; Semantics; Pragmatics; Communication Disorders; Language Impairments; Inferences; Children
Abstract: Background: Semantic and inferencing abilities have not been fully examined in children with communication difficulties. Aims: To investigate the inferential and semantic abilities of children with communication difficulties using newly designed tasks. Methods & Procedures: Children with different types of communication disorder were compared with each other and with three groups of typically developing children: those of the same chronological age and two groups of younger children. In total, 25 children aged 11 years with specific language impairment and 22 children, also 11 years of age, with primary pragmatic difficulties were recruited. Typically developing groups aged 11 (n=35; age-match), and those aged 9 (n=40) and 7 (n=37; language similar) also participated as comparisons. Outcomes & Results: For Semantic Choices, children with specific language impairment performed significantly more poorly than 9- and 11-year-olds, whilst the pragmatic difficulties group scored significantly lower than all the typically developing groups. Borderline differences between specific language impairment and pragmatic difficulties groups were found. For inferencing, children with communication impairments performed significantly below the 11-year-old peers, but not poorer than 9- and 7-year-olds, suggesting that this skill is in line with language ability. Six children in the pragmatic difficulties group who met diagnosis for autism performed more poorly than the other two clinical groups on both tasks, but not statistically significantly so. Conclusions: Both tasks were more difficult for those with communication impairments compared with peers. Semantic but not inferencing abilities showed a non-significant trend for differences between the two clinical groups and children with pragmatic difficulties performed more poorly than all typically developing groups. The tasks may relate to each other in varying ways according to type of communication difficulty. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Cognitive Abilities in Children with Specific Language Impairment: Consideration of Visuo-Spatial Skills. Research Report (EJ691809)
Hick, Rachel; Botting, Nicola; Conti-Ramsden, Gina
International Journal of Language and Communication Disorders, v40 n2 p137-149 Apr-Jun 2005
2005-04-00
Descriptors: Visual Perception; Spatial Ability; Cognitive Ability; Age; Short Term Memory; Language Impairments; Cognitive Processes; Task Analysis
Abstract: Background: The study is concerned with the cognitive abilities of children with specific language impairment (SLI). Previous research has indicated that children with SLI demonstrate difficulties with certain cognitive tasks despite normal non-verbal IQ scores. It has been suggested that a general processing limitation might account for the pattern of language and cognitive difficulties seen in children with SLI. The performances on a visuo-spatial short-term memory task and a visuo-spatial processing task were considered in a group of young children with SLI. Verbal short-term memory was also measured. Aims: To identify whether children with SLI demonstrate difficulties with visuo-spatial memory as well as verbal short-term memory. To see whether a visuo-spatial processing task without short-term memory requirements is problematic for children with SLI. To consider performance on these tasks over time. Methods & Procedures: Nine children with SLI (mean age 3;9 years at the study outset) and nine typically developing children (mean age 3;9 years at the study outset) were visited on three occasions over 1 year. Verbal short-term memory, visuo-spatial short-term memory and visuo-spatial processing tasks were administered to the children, and performance over time was compared between the two groups. Outcomes & Results: The children with SLI performed at a lower level than the typically developing children on the verbal short-term memory task. Both groups showed similar development on the verbal short-term memory task and the visuo-spatial processing task over time. Only the visuo-spatial short-term memory task showed slower development over time in the children with SLI relative to the typically developing children. Conclusions: Children with SLI demonstrated slower development on a visuo-spatial short-term memory task relative to typically developing children of the same chronological age. This finding has implications for speech and language therapists and other professionals working with children with SLI. It may mean that only certain types of visual support are suitable, and that children with SLI will have difficulty with tasks requiring a high level of processing, or a number of mental manipulations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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