Risk factors in the link between Language Impairment and Emotional Behavioural Difficulties . Leila Mackie Speech and Language Therapist. Background My PhD – what it covers Section discussed today Method Assessment battery/ info gathered Results so far Next steps…. . Overview.
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Risk factors in the link between Language Impairment and Emotional Behavioural Difficulties
Speech and Language Therapist
My PhD – what it covers
Section discussed today
Assessment battery/ info gathered
Results so far
Relationship between emotional development, behaviour and language development is widely recognised in the literature
Co-existence of language difficulties and EBD:
Review of literature, Benner et al 2002
On average 71% children referred with EBD had co-existing language deficits… and approximate 57% of children with diagnosed language deficits were also identified with EBD
Cohen et al 1998
….In total 63.6% of children referred (to child psychiatric clinics) had a language impairment
Furthermore language impairments often go unidentified. For example a child may be:
Less responsive to language
Less able to mix appropriately with peers
and this may be viewed as non-compliance or immaturity
“41% met criterion for unsuspected language impairment” Cohen et al (1998)
Brownlie et al 2004 and Beitchman et al 1996; 1999; 2001)
Long term longitudinal study of children with LI at early school age to adulthood. Those with co-existing behaviour problems at school had high incidence of:
high drop out rate from education
conduct and social problems
A better understanding of these issues therefore has the potential to feed directly into the management of these children at school as well longer term implications at a societal level.
At a personal level interested in this area due to:
It is clear that these difficulties frequently co-exist but still don’t know why
Does one cause the other?
Is there a common underlying cause?
Pump Priming Project – small pilot project prior to PhD
considered role of pragmatic language skills in LI-EBD link
Recruited children referred to EP due to behavioural issues (n=17)
High level of pragmatic language, structural language and word decoding difficulties
Language difficulties did not co-occur with EBD without pragmatic and/or word decoding difficulties
Needed a bigger group
Wanted to investigate differences between children with EBD and no LI and LI with no EBD
In particular wanted to consider:
psychosocial factors (parental wellbeing and SES)
Boys in P4 to P7 in mainstream classes
Identified on Integration Support Audit with primary support need:
Language & Comm
SEB/ Behaviour & Learning
Exclusions – diagnosis of ASD; EAL; HI; neurological signs
50 boys now recruited
Control group: 50 boys matched for age and school….almost there!
Continue with analysis …..
Due for completion autumn 2009