2/04/2014 1 Links between Language & Social Disadvantage Patricia Eadie, PhD Patricia Eadie, PhD Patricia Eadie, PhD Patricia Eadie, PhD Dept Audiology & Speech Pathology Dept Audiology & Speech Pathology Dept Audiology & Speech Pathology Dept Audiology & Speech Pathology [email protected]AEDI Master Class: February 2014 Typical Language Learning for the majority of children is robust & occurs effortlessly emerges through social interaction with caregivers in the child’s environment Increasingly seen to be strongly affected by relatively small shifts in the details of the environment for example, conversational exchange or social-emotional engagement
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
� Not all socially disadvantaged children have poorer outcomes; increased likelihoodincreased likelihoodincreased likelihoodincreased likelihood
� Outcomes likely to be poorer when compared to children of higher socioeconomic groups
� Poor outcome more likely to represent low average low average low average low average performance performance performance performance than performance in the clinical range
� Multiple risk factor models – lower SES groups also experience greater levels of poor prenatal care, exposure to violence/abuse, inadequate nutrition
Prevalence of language difficulties in
disadvantaged cohorts of children
StudyStudyStudyStudy Prevalence of Language DifficultiesPrevalence of Language DifficultiesPrevalence of Language DifficultiesPrevalence of Language Difficulties
(≤(≤(≤(≤----1sd)1sd)1sd)1sd)
USA Head Start (Preschool) CohortNelson et al (2011)
32.7%
Scottish Primary School Cohort Law et al (2011)
40%
Longitudinal cohort studies of children
across the spectrum of SES (at 7yrs)7-18%
2/04/2014
5
What predicts language outcome across the
SES spectrum in different studies?
2 years 4 years
Late Talker Low Language
Predictor
Gender ���� ����
Family history ���� ����
Birth order ����
NESB ���� ����
Mat education ����
Maternal vocabulary ����
Birth Weight ����
SES (social disadvantage) ����
Social Disadvantage & Language Outcomes
18months/2 years18months/2 years18months/2 years18months/2 years 4/5 years4/5 years4/5 years4/5 years
Late TalkerLate TalkerLate TalkerLate Talker
Low Language Assessed/Low Language Assessed/Low Language Assessed/Low Language Assessed/
Parent Report of Language Parent Report of Language Parent Report of Language Parent Report of Language
DifficultiesDifficultiesDifficultiesDifficulties
StudyStudyStudyStudy
Early Language in Victoria Study
(ELVS) (Reilly et al 2007 & 2010)̶ ����
Looking at Language (LaL) (Zubrick
et al 2007 & Rice et al 2008)̶ ̶
Longitudinal Study of Australian
Children (LSAC) (Harrison et al 2010)
n/a ����
Norwegian Mother & Baby Cohort
Study (MoBa) (Schjolberg et al 2011 &
Zambrana et al 2013)
���� ����
Millenium Cohort Study
(Law et al 2012)
n/a ����
2/04/2014
6
THE EARLY LANGUAGE IN VICTORIA STUDY
A prospective study of the evolution of language impairment
and literacy problems across the first 13 years of life
Funded by the National Health & Medical Research Council (NHMRC)
2003-7, 2007-10, 2013-2016
Trajectories
Pathways to language outcomes:
• Used to identify classes/groups exhibiting
distinct communication development profiles
• Each profile represents the average average average average
trajectory of development for children in a
given group rather than the trajectory
followed by every individual child
Ukoumunne, O. C., Wake, M., Carlin, J., Bavin, E. L., Lum, J., Skeat, J., . . . Reilly, S. (2012). Profiles of language development in
pre-school children: a longitudinal latent class analysis of data from the Early Language in Victoria Study. Child Care Health Dev,
38(3), 341-349
2/04/2014
7
Profiles of Language Development:
Social Disadvantage
• Characteristics in families that indicate
social advantage are found most
commonly in groups with improving
profiles – suggesting a greater need for
language enrichment interventions in
disadvantaged communities
2/04/2014
8
Narrowing the Disadvantage Gap: Rethinking Speech Pathology Services for
Vulnerable Children
Response to Intervention Approach
All Children:All Children:All Children:All Children:Oral Language Supporting Early
Language & Literacy Outcomes by School Language & Literacy Outcomes by School Language & Literacy Outcomes by School Language & Literacy Outcomes by School
• Significant gains for children in OLSEL schools on
reading and standardised language measures, and on
the omnibus measure of story grammar.
• Educationally significant gains were also found with
subgroup comparisons of
• children from lower SES (EMA)
• children from Language Backgrounds Other than English
• OLSEL provided a better start for oral language and
literacy for the children in Prep-Yr 2 in the schools
where it was implemented
2/04/2014
12
Rationale CPOL builds on the pilot work of the OLSEL project and
focuses on 3 areas of policy-relevant research:
1. The importance of the early years of school (Prep to
Grade 3) as an opportunity to shift children’s
developmental pathways
2. The importance of teacher quality for children’s
academic outcomes
3. The intrinsic relationship between oral language skills
and future literacy, numeracy and social development.
2/04/2014
13
CPOL CollaboratorsThe University of Melbourne Associate Professor Sharon Goldfeld
Associate Professor John Munro
Dr Patricia Eadie
Murdoch Childrens Research
Institute
Professor Frank Oberklaid
Dr Kate Lee
The Royal Children’s Hospital
Education Institute
Mr Tony Barnett
Dr Liza Hopkins
Monash University Associate Professor Pamela Snow
Catholic Education Commission of
Victoria
Judy Connell and
Brenda Andersen-Dalheim
Victorian Government Department
of Education and Early Childhood
Development
Chris Thompson
Jenny Schenk
Gail Inniss
Deakin University Associate Professor Lisa Gold
Nelson et al (2011)Nelson et al (2011)Nelson et al (2011)Nelson et al (2011)
“given the high prevalence of language delays
(in children from low SES backgrounds) and
strong associations of language levels to
multiple skills important for school
readiness......
intervention, education and clinical service intervention, education and clinical service intervention, education and clinical service intervention, education and clinical service
programsprogramsprogramsprograms need to expand the use of high-quality