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Maternal linguistic input and child language in a cohort at risk of experiencing social adversity ...
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Maternal linguistic input and child language in a cohort at risk of experiencing social adversity
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On the Nature of Children's Left Branch Violations
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In: University of Massachusetts Occasional Papers in Linguistics (2020)
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Donkey Anaphora in Child Grammar
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In: North East Linguistics Society (2020)
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Language and social-emotional and behavioural wellbeing from 4 to 7 years: a community-based study
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Maternal communicative behaviours and interaction quality as predictors of language development: findings from a community-based study of slow-to-talk toddlers
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Language Outcomes at 7 Years: Early Predictors and Co-Occurring Difficulties
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The History of Stuttering by 7 Years of Age: Follow-Up of a Prospective Community Cohort
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Language and social-emotional and behavioural wellbeing from 4 to 7ars: a community-based study
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Levickis, Penny; Sciberras, Emma; McKean, Cristina; Conway, Laura; Pezic, Angela; Mensah, Fiona K.; Bavin, Edith L.; Bretherton, Lesley; Eadie, Patricia; Prior, Margot; Reilly, Sheena. - : Springer Link, 2017
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Abstract:
Language disorder (LD) and social-emotional and behavioural (SEB) difficulties are common childhood problems that often co-occur. While there is clear evidence of these associations from clinical samples, less is known about community samples. This paper examines these associations in children aged 4–7 years from a community-based longitudinal study. 771 families provided questionnaire and assessment data at 4, 5 and 7 years. Parent-reported SEB difficulties were measured at each point (SDQ). Child language was directly assessed at 4 (CELF-P2), 5 and 7 years (CELF-4). Linear regression analysis was used to compare cross-sectional differences in mean SDQ scores between children with and without LD at each time point. Linear regression was then used to examine how patterns of language development (language disordered at three time points; never disordered; disordered at one or two time points, i.e. ‘unstable’ group) related to SEB difficulties at each age, adjusted for potential confounders, as in the previous analyses. Higher hyperactivity/inattention scores were associated with LD at each age. In fully adjusted models, there was little difference in mean emotional symptoms scores between children with and without LD. The ‘never’ LD group had lower mean SDQ scores at each time point than the ‘unstable’ group. Findings highlight that children with persistent LD from preschool to early primary school may be more likely to have concomitant SEB difficulties, particularly behavioural difficulties. Those with unstable LD may also have co-occurring SEB difficulties, showing a need for education and health professionals to monitor early language and SEB development. ; Full Text
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Keyword:
Psychiatry (incl. Psychotherapy)
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URL: http://hdl.handle.net/10072/370246
https://doi.org/10.1007/s00787-017-1079-7
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What mother-child talk tells us about children’s language, social, emotional and behavioural development: a community-based study of slow-to-talk children
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The early language in Victoria study (ELVS) : a prospective, longitudinal study of communication skills and expressive vocabulary development at 8, 12 and 24 months.
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In: International Journal of Speech-Language Pathology, 11(5): 344-357 (2009)
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