University of Warwick, Coventry, UK.
Lang Speech Hear Serv Sch. 2012 Oct;43(4):445-60. doi: 10.1044/0161-1461(2012/11-0069). Epub 2012 Jul 23.
This study explored the prevalence and stability of behavioral difficulties and self-concepts between the ages of 8 and 17 years in a sample of children with a history of specific language impairment (SLI). We investigated whether earlier behavioral, emotional, and social difficulties (BESD); self-concepts; and language and literacy abilities predicted behavioral difficulties and self-concepts at 16/17 years.
In this prospective longitudinal study, 65 students were followed up with teacher behavior ratings and individual assessments of language, literacy, and self-concepts at 8, 10, 12, 16, and 17 years.
The students had consistently higher levels than norms of 5 domains of BESD, which had different trajectories over time, and poorer scholastic competence, whose trajectory also varied over time. Earlier language ability did not predict later behavioral difficulties or self-concepts, but the prediction of academic self-concept at 16 by literacy at 10 years approached significance.
The importance of distinguishing domains of behavioral difficulties and self-concept is demonstrated. Language, when measured at 8 or 10 years of age, was not a predictor of behavior or self-concepts at 16 years, or of self-concepts at 17 years. The study stresses the importance of practitioners addressing academic abilities and different social-behavioral domains in delivering support for adolescents with SLI.
本研究旨在探讨特定语言障碍（SLI）儿童样本中，8 至 17 岁之间行为困难和自我概念的普遍性和稳定性。我们调查了早期的行为、情感和社会困难（BESD）、自我概念、语言和读写能力是否能预测 16/17 岁时的行为困难和自我概念。
在这项前瞻性纵向研究中，65 名学生在 8、10、12、16 和 17 岁时接受了教师行为评分和语言、读写能力和自我概念的个体评估。
与规范相比，学生的 BESD 五个领域的水平一直较高，这些领域的轨迹随时间而变化，学业能力较差，其轨迹也随时间而变化。早期的语言能力并不能预测后期的行为困难或自我概念，但 10 岁时的读写能力对 16 岁时的学业自我概念的预测接近显著。
证明了区分行为困难和自我概念领域的重要性。语言，无论是在 8 岁还是 10 岁时测量，都不能预测 16 岁时的行为或自我概念，也不能预测 17 岁时的自我概念。该研究强调了从业者在为 SLI 青少年提供支持时，要关注学业能力和不同的社会行为领域的重要性。
