The trajectory of language impairment into adolescence: what four young women can teach us

Five girls who were identified with language impairment in elementary school were reevaluated 8 years later to investigate the trajectory of language and social development. At the time of follow-up, one participant had recently been expelled from school due to violent behavior and was not available for assessment. Aspects of the language, academic, social, and behavioral status of the remaining four participants were evaluated. One participant scored within typical limits on a standardized test of language, and three scored at least one standard deviation below the mean and were receiving special services in school. The four young women evaluated presented with a variety of language, academic, social, and behavioral difficulties. According to parent, teacher, or participant report, all demonstrated externalizing and/or internalizing behaviors and experienced some degree of social isolation. The follow-up suggested that although each young woman presented a unique developmental profile, language difficulties and associated academic, social, and emotional challenges persisted. At a time when intervention opportunities were narrowing, these young women seemed particularly at risk.