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

Jane McCormack, Linda Harrison, Sharynne McLeod, Lindy McAllister

Research output: Contribution to journalArticle

53 Citations (Scopus)
24 Downloads (Pure)

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.
Original languageEnglish
Pages (from-to)1328-1348
Number of pages21
JournalJournal of Speech, Language, and Hearing Research
Volume54
Issue number5
DOIs
Publication statusPublished - 2011

Fingerprint

Communication
communication
International Classification of Functioning, Disability and Health
Bullying
school
Wetlands
WHO
participation
parents
Impairment
exclusion
Parents
disability
education statistics
Language Tests
Temperament
questionnaire
teacher
rating scale
health

Cite this

@article{c2ddfc063ff44721aed845855d8db28c,
title = "A nationally representative study of the association between communication impairment at 4-5 years and children's life activities at 7-9 years",
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.",
keywords = "Open access version available, Childhood, Children, Communication impairment, ICF'CY, Language, Outcomes, Speech",
author = "Jane McCormack and Linda Harrison and Sharynne McLeod and Lindy McAllister",
note = "Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Journal of Speech, Language, and Hearing Research. ISSNs: 1092-4388;",
year = "2011",
doi = "10.1044/1092-4388(2011/10-0155)",
language = "English",
volume = "54",
pages = "1328--1348",
journal = "Journal of Speech and Hearing Research",
issn = "1092-4388",
publisher = "American Speech-Language-Hearing Association (ASHA)",
number = "5",

}

TY - JOUR

T1 - A nationally representative study of the association between communication impairment at 4-5 years and children's life activities at 7-9 years

AU - McCormack, Jane

AU - Harrison, Linda

AU - McLeod, Sharynne

AU - McAllister, Lindy

N1 - Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Journal of Speech, Language, and Hearing Research. ISSNs: 1092-4388;

PY - 2011

Y1 - 2011

N2 - 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.

AB - 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.

KW - Open access version available

KW - Childhood

KW - Children

KW - Communication impairment

KW - ICF'CY

KW - Language

KW - Outcomes

KW - Speech

U2 - 10.1044/1092-4388(2011/10-0155)

DO - 10.1044/1092-4388(2011/10-0155)

M3 - Article

VL - 54

SP - 1328

EP - 1348

JO - Journal of Speech and Hearing Research

JF - Journal of Speech and Hearing Research

SN - 1092-4388

IS - 5

ER -