The effect of early language and communication environment on social outcomes for primary school aged children with language difficulties

Duration: 19 mins 4 secs

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Description:	Talk by Dr Jenny Gibson, Lecturer in Psychology & Education at the University of Cambridge, and Principal Investigator in the Centre for Research on Play in Education, Development and Learning (PEDAL).

Created:

2018-12-04 10:56

Collection:

Language Sciences Annual Symposium 2018 - Language Sciences and Health
Cambridge Language Sciences

Publisher:

University of Cambridge

Dr Jenny Gibson

Language:

eng (English)

Keywords:

child language; child development; developmental language disorder; speech and language therapy;

Credits:

Photographer:	Mike Dowds (Cambridge Assessment)
Photographer:	Dan Vickers (Cambridge Assessment)


Abstract:	Children who have difficulties in linguistic development that persist into middle childhood are at higher risk of later social problems, in comparison to their typically developing peers. In this talk I will present findings from a study based on data from the Avon Longitudinal Study of Parents and Children (ALSPAC). The study aimed to explore the extent to which a child’s early communicative environment may influence later social adjustment, and, whether the pathways for such influences were different for children with and children without language difficulties. I report an analysis using a subset of ALSPAC participants who completed direct assessments of linguistic/psycholinguistic abilities in middle childhood and will discuss these findings with reference to support and education strategies for children at risk of language difficulties.

Abstract:

Children who have difficulties in linguistic development that persist into middle childhood are at higher risk of later social problems, in comparison to their typically developing peers. In this talk I will present findings from a study based on data from the Avon Longitudinal Study of Parents and Children (ALSPAC). The study aimed to explore the extent to which a child’s early communicative environment may influence later social adjustment, and, whether the pathways for such influences were different for children with and children without language difficulties. I report an analysis using a subset of ALSPAC participants who completed direct assessments of linguistic/psycholinguistic abilities in middle childhood and will discuss these findings with reference to support and education strategies for children at risk of language difficulties.

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