About the Project
Language Learning Impairment (LLI; also known as Specific Language Impairment or SLI) affects approximately 7% of children and is characterised by a relatively specific difficulty learning language with most other aspects of development (including nonverbal IQ) intact. While some children with early language delay eventually catch up to their peers, children with persisting language difficulties after the age of seven are likely to maintain their language impairment in comparison to their typically developing peers into at least late adolescence.
A history of LLI or SLI has been associated with increased levels of socialisation problems and behavioural difficulties, unemployment in adulthood, lower educational achievement as well as increased rates of psychiatric conditions. Additionally, a high rate of previously unsuspected language impairments have been found in both adolescents and youth referred to psychiatric services as well as juvenile offenders. Thus, it appears persistent lower language abilities related to developmental language impairments are associated with a range of non-optimal developmental outcomes.
Dr St Clair is interested in hearing from potential PhD students interested in developing a project which aims to investigate the causal mechanisms behind co-morbid behavioural, social and emotional difficulties in children/adolescents with language impairments. This can be testing individuals with a known history of language difficulties or looking at rates of previously unsuspected language impairments. Any project could include either primary data collection, analysis of secondary data (cohort studies), or a combination of both.
Project requirements
Applicants must have a degree in psychology, speech-language therapy or related discipline, with a predicted or actual grade at 1st or equivalent. A demonstrated interest in developmental disorders, and language impairment in particular, is beneficial.
References
Beitchman, J. H., Wilson, B., Johnson, C. J., Atkinson, L., Young, A., Adlaf, E., et al. (2001). Fourteen-year follow-up of speech/language-impaired and control children: Psychiatric outcome. J Am Acad Child Adolesc Psychiatry, 40(1), 75-82.
Clegg, J., Law, J., Rush, R., Peters, T. J., & Roulstone, S. (2015). The contribution of early language development to children's emotional and behavioural functioning at 6 years: an analysis of data from the Children in Focus sample from the ALSPAC birth cohort. Journal of Child Psychology and Psychiatry, 56(1), 67-75.
Cohen, N. J., Barwick, M. A., Horodezky, N. B., Vallance, D. D., & Im, N. (1998). Language, achievement, and cognitive processing in psychiatrically disturbed children with previously identified and unsuspected language impairments. Journal of Child Psychology and Psychiatry and Allied Disciplines, 39(6), 865-877.
Durkin, K., & Conti-Ramsden, G. (2010). Young people with specific language impairment: A review of social and emotional functioning in adolescence. Child Language Teaching & Therapy, 26(2), 107-123.
St Clair, M. C., Pickles, A., Durkin, K., & Conti-Ramsden, G. (2011). A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of specific language impairment (SLI). Journal of Communication Disorders, 44(2), 186-199.
Yew, S. G. K., & O'Kearney, R. (2013). Emotional and behavioural outcomes later in childhood and adolescence for children with specific language impairments: meta-analyses of controlled prospective studies. Journal of Child Psychology and Psychiatry, 54(5), 516-524.
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