Matte-Landry Alexandra, Boivin Michel, Tanguay-Garneau Laurence, Mimeau Catherine, Brendgen Mara, Vitaro Frank, Tremblay Richard E, Dionne Ginette
School of Psychology, Université Laval, Québec City, Québec, Canada.
School of Social Work, McGill University, Montréal, Québec, Canada.
J Speech Lang Hear Res. 2020 Nov 13;63(11):3760-3774. doi: 10.1044/2020_JSLHR-20-00230. Epub 2020 Oct 26.
Purpose The objective of this study was to compare children with persistent versus transient preschool language delay on language, academic, and psychosocial outcomes in elementary school. Method Children with persistent language delay ( = 30), transient language delay ( = 29), and no language delay (controls; = 163) were identified from a population-based sample of twins. They were compared on language skills, academic achievement, and psychosocial adjustment in kindergarten and Grades 1, 3, 4, and 6. Results Children with persistent language delay continued to show language difficulties throughout elementary school. Furthermore, they had academic difficulties, in numeracy, and psychosocial difficulties (attention-deficit/hyperactivity disorder behaviors, externalizing behaviors, peer difficulties) from Grade 1 to Grade 6. Children with transient language delay did not differ from controls on language and academic performance. However, they showed more externalizing behaviors in kindergarten and peer difficulties in Grade 1 than controls. Conclusion Difficulties at school age are widespread and enduring in those with persistent early language delay but appear specific to psychosocial adjustment in those with transient language delay.
目的 本研究的目的是比较小学阶段持续性与短暂性学前语言延迟儿童在语言、学业和社会心理方面的结果。方法 从基于人群的双胞胎样本中识别出持续性语言延迟儿童（n = 30）、短暂性语言延迟儿童（n = 29）和无语言延迟儿童（对照组；n = 163）。对他们在幼儿园以及1、3、4和6年级的语言技能、学业成绩和社会心理适应情况进行比较。结果 持续性语言延迟儿童在整个小学阶段持续存在语言困难。此外，从1年级到6年级，他们在算术方面存在学业困难以及有社会心理困难（注意力缺陷/多动障碍行为、外化行为、同伴关系困难）。短暂性语言延迟儿童在语言和学业表现上与对照组没有差异。然而，他们在幼儿园表现出更多的外化行为，在1年级表现出比对照组更多的同伴关系困难。结论 持续性早期语言延迟儿童在学龄期的困难广泛且持久，但短暂性语言延迟儿童的困难似乎仅限于社会心理适应方面。
