Tambyraja Sherine R, Schmitt Mary Beth, Farquharson Kelly, Justice Laura M
J Speech Lang Hear Res. 2015 Aug 1;58(4):1167-81. doi: 10.1044/2015_JSLHR-L-14-0197.
The present study focused on the identification and stability of language and literacy profiles of primary school children receiving school-based language therapy over the course of one academic year.
Participants included 272 early elementary school-age children (144 boys, 128 girls) who had been clinically identified as having a language impairment. A latent profile analysis was used to identify distinct profiles on the basis of a battery of language and literacy assessments in the fall and spring of the academic year.
Four profiles were identified in both fall and spring that could be best described as representing high, average, and low overall abilities. Two average groups were identified that differentiated according to phonological awareness abilities. Children's profile membership was variable from fall to spring with nearly 60% of children shifting into a higher profile. The results of t tests comparing children who shifted into higher profiles from those who remained stable in profile membership revealed group differences regarding language severity, socio-economic status, and proportion of therapy sessions received in the classroom.
These results provide further evidence regarding the heterogeneity of children with language impairment served in the public schools, indicating that differences may be best conceptualized along a continuum of severity.
本研究聚焦于在一学年中接受校内语言治疗的小学生语言和读写能力概况的识别与稳定性。
参与者包括272名小学低年级儿童（144名男孩，128名女孩），他们经临床诊断患有语言障碍。采用潜在概况分析，根据一学年秋季和春季的一系列语言和读写能力评估来识别不同的概况。
秋季和春季均识别出四种概况，可最好地描述为代表高、中、低总体能力。识别出两个中等能力组，它们根据语音意识能力有所区分。从秋季到春季，儿童的概况归属是可变的，近60%的儿童转入更高的概况。对转入更高概况的儿童与概况归属保持稳定的儿童进行t检验的结果显示，在语言严重程度、社会经济地位以及在课堂上接受治疗课程的比例方面存在组间差异。
这些结果为公立学校中接受服务的语言障碍儿童的异质性提供了进一步证据，表明差异可能最好沿着严重程度的连续统来概念化。
