Follow-up of children at risk for language problems

Nineteen students (ages 10-14) who were previously identified as at risk for language problems were examined after a period of five to seven years. Information concerning cognitive, academic, and linguistic skills was collected using standardized and informal measures. Results were analyzed for the total group and also for two subgroups. At the time of follow-up, seven subjects (37%) who had not been served by a speech-language pathologist (SLP) were unidentified with language impairments (LI); two subjects (11%) were being seen by a SLP; one subject (5%) was identified as mentally handicapped, and nine subjects (47%) did not exhibit language problems. Subgroup comparisons between the seven unidentified language impaired subjects (LI) and the nine without language impairments (contrast = CG) revealed lower language scores, especially for receptive and composite language as measured by the CELF-R and TLC-E. Teachers rated these two groups (LI and CG) differently in the areas of following/giving directions, initiating/maintaining conversation, and taking turns. Parents also reported greater concerns for the LI group in the areas of listening, communication, and social skills. Issues concerning identification of at-risk groups and future studies using at-risk populations are discussed.