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Educational outcomes associated with persistent speech disorder.

Yvonne Wren1,2, Emma Pagnamenta3, Tim J Peters4

  • 1Bristol Speech and Language Therapy Research Unit, North Bristol NHS Trust, University of Bristol, Bristol, UK.

International Journal of Language & Communication Disorders
|February 3, 2021
PubMed
Summary
This summary is machine-generated.

Children with persistent speech disorder (PSD) identified at age 8 face lower educational attainment in English and math. These children are also more likely to receive special educational needs (SEN) support in secondary school.

Keywords:
ALSPACchildreneducationoutcomesspeech disorder

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Area of Science:

  • Developmental Psychology
  • Speech-Language Pathology
  • Educational Psychology

Background:

  • Persistent speech disorder (PSD) is linked to literacy difficulties and potentially poorer educational outcomes.
  • Previous studies used small clinical samples or parent reports, necessitating research with inclusive, population-based samples.
  • Robust measures of speech development are needed to accurately assess the impact of PSD.

Purpose of the Study:

  • To investigate the educational attainment of children with PSD at ages 10-11 and 13-14.
  • To determine if children with PSD are more likely to receive special educational needs (SEN) labels in secondary school.
  • To utilize a large, UK population-based sample (ALSPAC) for comprehensive analysis.

Main Methods:

  • A prospective, population-based study using the Avon Longitudinal Study of Parents and Children (ALSPAC) cohort.
  • Speech assessments were conducted at age 8 for 263 children with PSD and 6399 controls.
  • Educational attainment data (English, math, science) and SEN categorization were analyzed using regression, controlling for IQ and demographic factors.

Main Results:

  • Children with PSD at age 8 showed lower attainment in English and mathematics at ages 10-11 and 13-14.
  • PSD was associated with scoring below English targets at both time points, even after controlling for IQ.
  • Children with PSD were significantly more likely to be identified with SEN (cognition/learning or communication/interaction needs) in secondary school.

Conclusions:

  • Persistent speech disorder (PSD) at age 8 is a significant predictor of poorer educational attainment and increased likelihood of receiving SEN support.
  • These findings underscore the long-term impact of PSD, highlighting the need for early identification and ongoing support.
  • Collaboration between speech therapists and educators is crucial for effective intervention and support for children with PSD.