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- Ek, Ulla,1948-Stockholms universitet,Specialpedagogiska institutionen (author)
Teenage outcomes after speech and language impairment at preschool age
- Article/chapterEnglish2012
Publisher, publication year, extent ...
- 2012
- electronicrdacarrier
Numbers
- LIBRIS-ID:oai:DiVA.org:su-79046
- https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-79046URI
- https://doi.org/10.2147/NDT.S30106DOI
- https://gup.ub.gu.se/publication/157637URI
- http://kipublications.ki.se/Default.aspx?queryparsed=id:124623116URI
Supplementary language notes
- Language:English
- Summary in:English
Part of subdatabase
- SwePubSwePub
Classification
Notes
- Aim: Ten years ago, we published developmental data on a representative group of children (n = 25) with moderate or severe speech and language impairment, who were attending special preschools for children. The aim of this study was to perform a follow-up of these children as teenagers. Methods: Parents of 23 teenagers participated in a clinical interview that requested information on the child's current academic achievement, type of school, previous clinical assessments, and developmental diagnoses. Fifteen children participated in a speech and language evaluation, and 13 participated in a psychological evaluation. Results: Seven of the 23 teenagers had a mild intellectual disability, and another three had borderline intellectual functioning. Nine had symptoms of disorders on the autism spectrum; five of these had an autism spectrum disorder, and four had clear autistic traits. Six met criteria for attention-deficit hyperactivity disorder (ADHD)/subthreshold ADHD. Thirteen of 15 teenagers had a moderate or severe language impairment, and 13 of 15 had a moderate or severe reading impairment. Overlapping disorders were frequent. None of the individuals who underwent the clinical evaluation were free from developmental problems. Conclusion: A large number of children with speech and language impairment at preschool age had persistent language problems and/or met the criteria for developmental diagnoses other than speech and language impairment at their follow-up as teenagers. Language impairment in young children is a marker for several developmental disorders, particularly intellectual disability and autism spectrum disorder.
Subject headings and genre
- SAMHÄLLSVETENSKAP Psykologi hsv//swe
- SOCIAL SCIENCES Psychology hsv//eng
- MEDICIN OCH HÄLSOVETENSKAP Klinisk medicin Psykiatri hsv//swe
- MEDICAL AND HEALTH SCIENCES Clinical Medicine Psychiatry hsv//eng
- language impairment
- dyslexia
- developmental disorders
- autism spectrum disorder
- ADHD
- follow-up
- Psychology
- psykologi
Added entries (persons, corporate bodies, meetings, titles ...)
- Norrelgen, Fritjof (author)
- Westerlund, JoakimStockholms universitet,Psykologiska institutionen(Swepub:su)jwest (author)
- Dahlman, Andrea (author)
- Elizabeth, Hultby (author)
- Fernell, Elisabeth,1948Gothenburg University,Göteborgs universitet,Gillbergcentrum,Gillberg Neuropsychiatry Centre(Swepub:gu)xferne (author)
- Stockholms universitetSpecialpedagogiska institutionen (creator_code:org_t)
Related titles
- In:Neuropsychiatric Disease and Treatment8, s. 221-2271176-63281178-2021
Internet link
- https://doi.org/10.2147/NDT.S30106Fulltext
- https://su.diva-portal.org/smash/get/diva2:546659/FULLTEXT01.pdffulltext:print
- https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-79046
- https://doi.org/10.2147/NDT.S30106
- https://gup.ub.gu.se/publication/157637
- http://kipublications.ki.se/Default.aspx?queryparsed=id:124623116
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