A longitudinal study of behavioural, emotional and social difficulties in individuals with a history of specific language impairment (SLI) (Record no. 2826)
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| fixed length control field | nam a22 7a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20171207135904.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 171207b xxu||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | National Acoustics Laboratories |
| 245 ## - TITLE STATEMENT | |
| Title | A longitudinal study of behavioural, emotional and social difficulties in individuals with a history of specific language impairment (SLI) |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc | Children with specific language impairment (SLI) have often been reported to have<br/>associated behavioral, emotional and social difficulties. Most previous studies involve<br/>observations at a single time point, or cross sectional designs, and longitudinal evidence of<br/>the developmental trajectories of particular difficulties is limited. The Strengths and<br/>Difficulties Questionnaire was used to measure behavioral (hyperactivity and conduct),<br/>emotional and social (peer) problems in a sample of individuals with a history of SLI at four<br/>time points from childhood (age 7) to adolescence (age 16). A decrease in behavioral and<br/>emotional problems was observed from childhood to adolescence, although emotional<br/>problems were still evident in adolescence. In contrast, there was an increase in social<br/>problems. Reading skills and expressive language were related only to behavioral<br/>problems. Pragmatic abilities were related to behavioral, emotional and social difficulties.<br/>As a group, those with a history of SLI have poorer long term social and, to a lesser extent,<br/>emotional outcomes. In contrast, behavioral difficulties appear to decrease to normative<br/>levels by adolescence. Different aspects of early language abilities and reading skills exert<br/>different types and degrees of influence on behavioral, emotional and social difficulties. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Specific language impairment (SLI); Developmental trajectories ;Behavioral, emotional and social difficulties (BESD); Language and reading skills |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Michelle St. Clair |
| 773 0# - HOST ITEM ENTRY | |
| Relationship information | 44 (2011) p. 186-199 |
| Title | Journal of Communication Disorders |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://dspace.nal.gov.au/xmlui/bitstream/handle/123456789/751/Journal%20of%20Communication%20Disorders%202011%20v.%2044%20pp.%20186-199.pdf?sequence=1&isAllowed=y">https://dspace.nal.gov.au/xmlui/bitstream/handle/123456789/751/Journal%20of%20Communication%20Disorders%202011%20v.%2044%20pp.%20186-199.pdf?sequence=1&isAllowed=y</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Universal Decimal Classification |
| Koha item type | Journal article |
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