Specific Language Impairment (SLI) is a primary language disorder that persists into adolescence and adulthood. Adolescent outcomes related to SLI have been mainly investigated from the point of view of psychopathology. This study aimed to provide a holistic view of the educational and socio-emotional competence for a group of young people with a history of SLI who have been participating in a longitudinal study from the age of 8 (Dockrell, Lindsay, Palikara, & Cullen, 2007) to the end of formal education. This was achieved by using a range of standardised and self-report assessments and interview schedules. Assessment related to educational competence revealed that adolescents with a history of SLI were at risk of experiencing continuing difficulties in the area of language and literacy at 16. However, their educational achievements as depicted by the GCSE scores provided a more positive picture when compared to the findings of earlier studies. Writing skills at 16 were found to be an important protective factor in relation to academic attainment. In respect of socioemotional competence, a picture of strengths and weaknesses concerning behavioural difficulties, self-esteem and coping skills was revealed. However, no relationship was found between language skills and socio-emotional outcomes. Additionally, these results highlighted the importance of contextual factors including family involvement and social support as for young people's emotional well-being. These findings have both educational and clinical implications. A systemic developmental approach considering individual and contextual factors but also strengths and weaknesses is put forward. Finally, the thesis provides useful directions for the development and implementation of multi-dimensional and appropriate intervention studies.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:536513 |
| Date | January 2010 |
| Creators | Palikara, Olympia |
| Publisher | UCL Institute of Education (IOE) |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://eprints.ioe.ac.uk/20601/ |
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