| 1 |
Pathways from the Early Language and Communication Environment to Literacy Outcomes at the End of Primary School : The Roles of Language Development and Social Development
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Two-stage sampling in the estimation of growth parameters and percentile norms: sample weights versus auxiliary variable estimation
|
|
|
|
In: BMC Med Res Methodol (2021)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Play and prosociality are associated with fewer externalizing problems in children with developmental language disorder: The role of early language and communication environment. ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Pathways from the early language and communication environment to literacy outcomes at the end of primary school: The roles of language development and social development
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Play and Prosociality are Associated with Fewer Externalising Problems in Children with Developmental Language Disorder : The Role of Early Language and Communication Environment
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood. ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Using polygenic profiles to predict variation in language and psychosocial outcomes in early and middle childhood
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Using polygenic profiles to predict variation in language and psychosocial outcomes in early and middle childhood
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Standardizing test scores for a target population: The LMS method illustrated using language measures from the SCALES project
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Standardizing test scores for a target population: The LMS method illustrated using language measures from the SCALES project
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Using polygenic profiles to predict variation in language and psychosocial outcomes in early and middle childhood
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Education and employment outcomes of young adults with a history of developmental language disorder
|
|
|
|
Abstract:
BACKGROUND: Developmental language disorder (DLD) presents a considerable barrier for young adults to engage in further education and training. Early studies with young adults with DLD revealed poor educational achievement and lack of opportunities to progress in education. More recent studies have provided more positive findings. Relatively sparse data exist, however, on current cohorts and the factors that predict outcomes. AIMS: To examine educational and employment outcomes in young adulthood in a sample of people with histories of DLD compared with an age-matched peer group without DLD. We ask: How do educational pathways and early jobs compare between those with and without DLD? Are young adults with DLD receiving similar levels of income as their peers? To what extent are language and literacy abilities associated with outcomes? METHODS & PROCEDURES: Participants included 84 individuals with DLD (67% males) and 88 age-matched peers without DLD (56% males). Participants were on average 24 years of age. They completed a battery of psycholinguistic, literacy and nonverbal skills assessments. Data were also collected on educational qualifications, current educational status, extent of educational support received, employment status, history and support, as well as current income. OUTCOMES & RESULTS: Those with DLD obtained lower academic and vocational qualifications. Higher educational/vocational qualifications were associated with better language, better reading and higher performance IQ (PIQ). There were few differences between the two groups in terms of engagement with education, but the mean age at leaving education was significantly earlier in the participants with DLD. Substantially more participants with DLD reported receiving support or dispensation from their educational institution. There was no significant difference between groups in the proportion of young people currently employed, though a higher proportion of the age-matched peers was in work full time. Participants with DLD were much more likely to be in non-professional occupations. However, when examining pay in relation to types of occupation, the groups' incomes were broadly comparable. CONCLUSIONS & IMPLICATIONS: At the group level, young people with a history of DLD more commonly have less skilled employment and more rarely achieve professional roles. At the individual level there is considerable variation with smaller but not trivial proportions of young adults with a history of DLD showing good educational and employment outcomes. There are positive aspects to early adult outcomes for some young people with a history of DLD.
|
|
URL: https://doi.org/10.1111/1460-6984.12338
https://eprints.whiterose.ac.uk/126289/
https://eprints.whiterose.ac.uk/126289/1/Conti_Ramsden_et_al_2017_International_Journal_of_Language_Communication_Disorders.pdf
|
|
BASE
|
|
Hide details
|
|
|
| 16 |
Education and employment outcomes of young adults with a history of developmental language disorder
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Randomised trial of a parent-mediated intervention for infants at high risk for autism: longitudinal outcomes to age 3 years. ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Prosociality from early adolescence to young adulthood : A longitudinal study of individuals with a history of language impairment
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Social Confidence in Early Adulthood Among Young People With and Without a History of Language Impairment
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
