Language and independence in adolescents with and without a history of specific language impairment (SLI).
OBJECTIVE
Achieving behavioral independence is a key task of adolescent development. This 1 article of a companion set of 2 (the 2nd addressing the topic of parental perspectives) presents an investigation of the impact of language ability on independence.


METHODS
Longitudinal and follow-up data from 120 adolescents with a history of specific language impairment (SLI), as well as concurrent data on a comparison group of 118 typically developing (TD) young people, are reported. Parental and self-report measures were used to examine independent functioning related to everyday living at the end of compulsory education (16 years of age).


RESULTS
Adolescents with SLI are less independent than their TD peers, and level of independence is associated with poor early language and poor later literacy skills.


CONCLUSIONS
Language and literacy play a larger role in adolescent independent functioning than nonverbal abilities in both TD adolescents and adolescents with SLI.
Conti-Ramsden
Gina
G
Human Communication and Deafness, School of Psychological Sciences, The University of Manchester, Ellen Wilkinson Building, Oxford Road, Manchester M13 9PL, United Kingdom. gina.conti-ramsden@manchester.ac.uk
Durkin
Kevin
K
D000293:Adolescent; D000294:Adolescent Behavior; D041923:Adolescent Development; D004522:Educational Status; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007805:Language Development Disorders / Q000503:physiopathology* / Q000523:psychology*; D007807:Language Tests; D008297:Male; D010290:Parents; D011237:Predictive Value of Tests; D011578:Psycholinguistics; D012649:Self Concept; D012944:Social Support; D012959:Socioeconomic Factors