Clare Mackie

Constraints in the production of written text in children with specific language impairments

The writing performance of 64 elementary school children with a history of specific language impairment was examined to evaluate both the nature of the childrens difficulties with writing and the relationship between oral language, reading, and writing. Children were assessed at age 8 on a range of language, literacy, and cognitive measures and reassessed at age 10 when they completed a standardized writing measure. At age 10 the children continued to experience problems with oral language and language levels were significantly poorer than nonverbal skills. Writing was characterized by short texts with poor sentence structure and little evidence of ideas and organization. Both concurrent measures of receptive vocabulary and reading skill were significant factors in explaining levels of written language.

Educational provision for children with specific speech and language difficulties: perspectives of speech and language therapy service managers

BACKGROUND Children with specific speech and language difficulties (SSLD) pose a challenge to the education system, and to speech and language therapists who support them, as a result of their language needs and associated educational and social-behavioural difficulties. The development of inclusion raises questions regarding appropriate provision, whether the tradition of language units or full inclusion into mainstream schools. AIMS To gather the views of speech and language therapy service managers in England and Wales regarding approaches to service delivery, terminology and decision-making for educational provision, and the use of direct and indirect (consultancy) models of intervention. METHOD AND PROCEDURES The study reports on a national survey of speech and language therapy (SLT) services in England and Wales (129 respondents, 72.1% response rate) and interviews with 39 SLT service managers. OUTCOMES AND RESULTS Provision varied by age group with support to children in the mainstream common from pre-school to the end of Key Stage 2 (up to 11 years), and to those in designated specialist provision, common at Key Stages 1/2 (ages 5-11 years), but less prevalent at Key Stages 3/4 (11-16 years). Decision-making regarding provision was influenced by the lack of common terminology, with SSLD and specific language impairment (SLI) the most common, and criteria, including the use of the discrepancy model for defining SSLD. Practice was influenced by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder, and difficulties translating policies into practice. CONCLUSIONS The implications of the study are discussed with reference to SLT practice, including consultancy models, and the increasingly prevalent policy in local education authorities of inclusion of children with special educational needs.

Self esteem of children with specific speech and language difficulties

This study examines the self esteem of children with specific speech and language impairment. A sample of 69 children was first identified in Year 3. The present study focuses on their self esteem as measured by the Self Perception Profile for Children when the children were in Years 6 and 7. Data are presented for the children’s self perception and for teachers’ perceptions on the same dimensions. The children with SSLD had lower ratings of scholastic competence than typically developing peers, and teachers in Year 6, but not Year 7, rated the children significantly lower on these two dimensions than the children rated themselves. Comparisons between measures at Year 3, 6 and 7 revealed substantial continuities for both children’s and teachers’ perceptions between Year 6 and 7, and for teachers from Year 3 to Years 6 and 7. The results are interpreted with reference to theories of self esteem and the educational needs of children with SSLD.

Vulnerability to Bullying in Children with a History of Specific Speech and Language Difficulties.

This study examined the susceptibility to problems with peer relationships and being bullied in a UK sample of 12‐year‐old children with a history of specific speech and language difficulties. Data were derived from the children’s self‐reports and the reports of parents and teachers using measures of victimisation, emotional and behavioural difficulties, prosocial development and self‐esteem, together with measures of the children’s language development. Similar prevalence rates for victimisation were found compared with matched groups of typically developing children and children with special educational needs related to general learning difficulties. The importance of prosocial skills and their relationship with language development, particularly pragmatic impairment, are explored.

Local Education Authorities" approaches to provision for children with specific speech and language difficulties in England and Wales

Children with specific speech and language difficulties (SSLD) pose a challenge to the education system as a result of their language needs and associated educational and social‐behavioural difficulties. Local education authorities (LEAs) in England and Wales have developed language units to meet their needs but previous research has indicated this provision was inadequate. The development of inclusion raises questions regarding this type of provision, compared with full inclusion into mainstream schools. The present study reports on a national survey of LEAs in England and Wales (97 respondents, 49.5% response rate) and interviews with 37 LEA special educational needs managers. Provision varied by age group with designated specialist provision more prevalent at key stages 1 and 2 (age 5–11 years), and relatively little at key stages 3 and 4 (11–16). LEAs’ decision‐making regarding provision varied, influenced by the lack of common criteria, which was highlighted by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder. There were also difficulties translating policies into practice, including the shortage of speech and language therapists. The implications of the study are discussed with reference to inclusion.