James Law|Robert Rush|Ingrid Schoon|Samantha Parsons
Modeling Developmental Language Difficulties From School Entry Into Adulthood: Literacy, Mental Health, and Employment Outcomes
Queen Margaret University|Google (United States)|Queen Margaret University|Google (United States)|University of London|Google (United States)|University of London|Google (United States)
understanding longterm outcomes developmental language difficulties key knowing significance attach date prognostic studies tended clinical rather populationbased necessarily affects interpretation study sought address issue using data uk birth cohort 17196 children following school entry adulthood examining literacy mental health employment 34 years age study compared groups specific language impairment sli nonspecific language impairment nsli typically developing language tlsecondary data analysis imputed 5year 34year data carried using multivariate logistic regressionsthe results show strong associations demographic biological risk impairment groups associations consistent nsli group rather mixed sli groupthe data indicate sli nsli represent significant risk factors outcomes identified strong case identification children development appropriate interventions results discussed terms measures used implications practice