A nationally representative study of the association between communication impairment at 4-5 years and children's life activities at 7-9 years

McCormack, Jane, Harrison, Linda J., McLeod, Sharynne and McAllister, Lindy (2011) A nationally representative study of the association between communication impairment at 4-5 years and children's life activities at 7-9 years. Journal of Speech, Language, and Hearing Research, 54 5: 1328-1348. doi:10.1044/1092-4388(2011/10-0155)


Author McCormack, Jane
Harrison, Linda J.
McLeod, Sharynne
McAllister, Lindy
Title A nationally representative study of the association between communication impairment at 4-5 years and children's life activities at 7-9 years
Journal name Journal of Speech, Language, and Hearing Research   Check publisher's open access policy
ISSN 1092-4388
1558-9102
Publication date 2011-10-01
Sub-type Article (original research)
DOI 10.1044/1092-4388(2011/10-0155)
Open Access Status DOI
Volume 54
Issue 5
Start page 1328
End page 1348
Total pages 21
Editor Janna Oetting
Place of publication Rockville, MD, United States
Publisher American Speech - Language - Hearing Association
Language eng
Subject 3616 Speech and Hearing
1203 Design Practice and Management
3310 Linguistics and Language
Formatted abstract
Purpose: To examine the longitudinal association between communication impairment (primary or secondary diagnosis) and children's Activities and Participation (International Classification of Functioning, Disability and Health-Children and Youth [ICF-CY]; World Health Organization [WHO], 2007).

Method: Participants were 4,329 children in the Longitudinal Study of Australian Children (LSAC; Australian Institute of Family Studies [AIFS], 2009): 1,041 (24.0%) of these children were identified with communication impairment at 4-5 years of age, and 3,288 (76.0%) of these children were not identified with a communication impairment. At age 7-9 years, Activities and Participation (WHO, 2007) outcomes across 5 ICF-CY domains were provided by (a) teachers (Academic Rating Scales [National Center for Education Statistics (NCES), 2002], Approach to Learning Scale [Gresham & Elliott, 1990], School Progress Scale (AIFS, 2009), Strengths and Difficulties Questionnaire [SDQ; Goodman, 1997], and Student-Teacher Relationship Scale [Pianta, 2001]); (b) parents (School-Age Inventory of Temperament [McClowry, 1995] and SDQ); (c) children (Marsh Self-Description Questionnaire-III [Marsh, 1992], School Liking [Ladd & Price, 1987], and Bullying [Kochenderfer & Ladd, 1997]); and (d) child assessment (Peabody Picture Vocabulary Test-III: Adapted; Rothman, 2003).

Results: Children identified with communication impairment at age 4-5 years performed significantly poorer at age 7-9 years on all outcomes. Parents and teachers reported slower progression in reading, writing, and overall school achievement than peers. Children reported more bullying, poorer peer relationships, and less enjoyment of school than did their peers. Analyses of covariance tests confirmed significant associations between communication impairment and outcomes, over and above the effects of sex, age, Indigenous status, and socioeconomic status.

Conclusion: Consideration of the breadth and longevity of Activities and Participation outcomes reveals the potential extent and severity of communication impairment and directs future research and practice.
Keyword Outcomes
ICF-CY
Childhood
Speech
Language
Communication impairment
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Medicine Publications
 
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