title: Long-term consistency in speech/language profiles: I. Developmental and academic outcomes.
abstract: OBJECTIVE
  This study examined the 7-year developmental and academic outcome of speech/language-impaired and control children selected from a community sample.
  
  
  METHODS
  Speech/language and psychiatric measures were administered to the children at ages 5 and 12.5 years. Using children's age 5 speech/language test results, a cluster analysis was performed to ascertain whether specific linguistic subgroups would emerge. The long-term consistency of these subgroups was explored. The association between time 1 speech/language clusters and linguistic, cognitive and academic measures at time 2 were examined.
  
  
  RESULTS
  Four groups were identified in the cluster analysis: high overall, poor articulation, poor comprehension, and low overall. Children with pervasive language problems continued to perform poorly on linguistic, cognitive, and academic measures, while those with comprehension problems fared slightly better but still had more difficulties than those with normal language. The poor articulation cluster had few articulation errors at follow-up.
  
  
  CONCLUSIONS
  Empirically supported speech/language classifications identified as early as age 5 continued to be relevant into late childhood. Pervasive speech/language impairment in early childhood was associated with increased risk of poor linguistic and academic outcome at follow-up, while isolated articulatory problems improved over time. These findings reveal the urgent need for early intervention among children with pervasive speech/language impairment.
authors.affiliation: Clarke Institute of Psychiatry, Toronto, Ontario, Canada.
authors.forename: J H
authors.initials: JH
authors.lastname: Beitchman
authors.forename: B
authors.initials: B
authors.lastname: Wilson
authors.forename: E B
authors.initials: EB
authors.lastname: Brownlie
authors.forename: H
authors.initials: H
authors.lastname: Walters
authors.forename: W
authors.initials: W
authors.lastname: Lancee
mesh_terms: D002648:Child; D002675:Child, Preschool; D004522:Educational Status; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007805:Language Development Disorders / Q000175:diagnosis* / Q000523:psychology / Q000628:therapy; D007807:Language Tests; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology / Q000628:therapy; D008297:Male; D013064:Speech Disorders / Q000175:diagnosis* / Q000523:psychology / Q000628:therapy