Conti-Ramsden Gina, Durkin Kevin
Human Communication and Deafness, School of Psychological Sciences, The University of Manchester, Ellen Wilkinson Building, Oxford Road, Manchester M13 9PL, United Kingdom.
J Speech Lang Hear Res. 2008 Feb;51(1):70-83. doi: 10.1044/1092-4388(2008/005).
Achieving behavioral independence is a key task of adolescent development. This 1 article of a companion set of 2 (the 2nd addressing the topic of parental perspectives) presents an investigation of the impact of language ability on independence.
Longitudinal and follow-up data from 120 adolescents with a history of specific language impairment (SLI), as well as concurrent data on a comparison group of 118 typically developing (TD) young people, are reported. Parental and self-report measures were used to examine independent functioning related to everyday living at the end of compulsory education (16 years of age).
Adolescents with SLI are less independent than their TD peers, and level of independence is associated with poor early language and poor later literacy skills.
Language and literacy play a larger role in adolescent independent functioning than nonverbal abilities in both TD adolescents and adolescents with SLI.
实现行为独立是青少年发展的一项关键任务。本系列文章共两篇（第二篇探讨父母视角的话题），本文呈现了一项关于语言能力对独立性影响的调查。
报告了120名有特定语言障碍（SLI）病史青少年的纵向和随访数据，以及118名发育正常（TD）年轻人对照组的同期数据。使用父母报告和自我报告测量方法，来考察义务教育结束时（16岁）与日常生活相关的独立功能。
患有SLI的青少年比发育正常的同龄人独立性更低，且独立水平与早期语言能力差和后期读写能力差相关。
在发育正常的青少年和患有SLI的青少年中，语言和读写能力在青少年独立功能中所起的作用比非语言能力更大。
