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Biomedical subjects

A Crutchley

Publications and source records attributed to A Crutchley.

6 recordsLinked to original sources
PubMed1997

The extent to which psychometric tests differentiate subgroups of children with SLI.

This paper reports on the results of a large project involving 7-year-old children attending language units in England. A group of 242 children with specific language impairment (SLI) were assessed on a battery of psychometric tests. In addition, teacher interviews were carried out to ascertain teachers' opinions of the children's difficulties. Cluster analysis revealed six robust subgroups of children with language difficulties. The findings are discussed in the context of other approaches to the classification of language impairment in children with special reference to the work of Rapin and Allen (1987).

Child↗
PubMed1997

Concordance between teacher/therapist opinion and formal language assessment scores in children with language impairment.

As part of a wider study, 242 children attending language units attached to mainstream schools were assessed on a number of formal language assessments. In addition, each child's teacher was asked to state whether, for each of four areas of language difficulty, the participant exhibited this impairment. The four areas were: articulation, phonology, syntax/morphology and semantic/pragmatic impairment. This report compares test results between children thought by their teacher or therapist to show each impairment and those not thought clinically to show the difficulty. Investigations into suitable cut-off scores for the tests used were also examined using level of agreement between the two modes of assessment as criteria. For articulation, phonology and syntax/morphology, teacher opinion was found to discriminate significantly on at least some formal tests. However, for children with semantic/pragmatic impairment, no tests used identified their problems. Furthermore, by use of 25th centile cut-off scores, 66% agreement levels between teacher and test groupings were found in all but the group with semantic/pragmatic impairments. The importance and limitations of analysis of teacher-test concordance is discussed as well as the current lack of suitable formal assessment material for semantic and pragmatic language impairment.

Child↗
PubMed1997

Bilingualism and specific language impairment in children attending language units.

Bilingual children were found to form a distinct subgroup within a large cohort of children with specific language-impairment (SLI) attending language units across England. They differed from the cohort as a whole, and from a language-matched monolingual 'control' group, on measures including language profile on entry to the unit, performance on standardised tests, emotional-behavioural state and probable future educational placement. This paper sets out the nature of these differences in more detail, and suggests some possible explanations for them.

Child↗
PubMedDate not supplied

Bilingual children in language units: does having 'well-informed' parents make a difference?

Findings from a large-cohort study of children with speech and language impairments in language units attached to primary schools across England have suggested that in 11% of the cohort who were bilingual form a subgroup with distinct characteristics. In particular, bilingual children's language difficulties seemed to be more complex and possibly more severe than those of their monolingual peers. It was suggested that these findings might reflect differences in the way that the bilingual children were identified and assessed for speech and language difficulties. Parents of the bilingual children in the original study were interviewed to explore the kind of experiences they had with the identification and assessment process. Differences were found between the bilingual parents and a group of monolingual parents who were also interviewed. Moreover, differences were found between two subgroups of the bilingual parents: those who were 'more informed' and 'less informed' about the process. These differences were found to be related to several other factors, including attitudes to language use within the family and the nature of the parents' relationship with the language unit.

Adult↗