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Language and Independence in Adolescents With and Without a History of Specific Language Impairment (SLI)

Kevin Durkin
University of Strathclyde, Glasgow, Scotland

Contact author: Gina Conti-Ramsden, Human Communication and Deafness, School of Psychological Sciences, The University of Manchester, Ellen Wilkinson Building, Oxford Road, Manchester M13 9PL, United Kingdom. E-mail: gina.conti-ramsden{at}manchester.ac.uk.

Purpose: Achieving behavioral independence is a key task of adolescent development. This 1 article of a companion set of 2 (the 2nd addressing the topic of parental perspectives) presents an investigation of the impact of language ability on independence.

Method: Longitudinal and follow-up data from 120 adolescents with a history of specific language impairment (SLI), as well as concurrent data on a comparison group of 118 typically developing (TD) young people, are reported. Parental and self-report measures were used to examine independent functioning related to everyday living at the end of compulsory education (16 years of age).

Results: Adolescents with SLI are less independent than their TD peers, and level of independence is associated with poor early language and poor later literacy skills.

Conclusion: Language and literacy play a larger role in adolescent independent functioning than nonverbal abilities in both TD adolescents and adolescents with SLI.

KEY WORDS: language, independence, adolescence, specific language impairment (SLI)

This article has been cited by other articles:

				G. Conti-Ramsden, N. Botting, and K. Durkin Parental Perspectives During the Transition to Adulthood of Adolescents With a History of Specific Language Impairment (SLI) J Speech Lang Hear Res, February 1, 2008; 51(1): 84 - 96. [Abstract] [Full Text] [PDF]