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Item Pausing mid-sentence: An ecological model approach to language disorder and lived experience of young male offenders(MDPI, 2021-01-29) Fitzsimons, Dermot; Clark, AnnInternational research evidence has firmly established a high prevalence of language disorder in young offender populations. Less is known about young offenders’ perspectives on their own language abilities. The study recruited an opportunity sample of 10 young men in custody at a Scottish youth offending institution who had recent experience of segregation. This mixed-methods study investigated participants’ views on their language and communication abilities to inform future support and intervention, and formal language assessment was also administered to investigate indicative prevalence of language disorder within the sample. It fo-cused on their communication with professionals and peers in justice, education and welfare set-tings. Results of standardised language assessment indicated the presence of language disorder in 44% (n = 4) of the sample (n = 9). Thematic analysis of interview data led to formulation of three themes: Valuing Communication, Literacy and Learning; Exerting Control; and Seeking Support. The first theme is discussed with reference to Bronfenbrenner’s Bioecological Model. Participants offered reflective and rich views on their lived experience. They provided perspectives on features of successful interaction with peers and authority figures, importance of effective communication and the difficulties they encountered. This study argues for additional communication support for young people in the justice system.Item Police officers’ awareness of the speech, language and communication needs of young offenders(SAGE, 2020-10-22) MacRae, AnneMarie; Clark, AnnAround 60% of young people in conflict with the law experience speech, language and communication needs (SLCN). This study investigates Police Scotland officers’ awareness of the SLCN of young offenders, strategies officers use to support SLCN and their interest in further training on SLCN. A majority had worked with young offenders with SLCN and were fairly confident in recognising these needs. The most common support strategy was to involve outside agencies, specifically Appropriate Adults. Increased speech and language therapy services are needed to train Police Officers to recognise and support SLCN without reliance on other agencies.Item What should we call children with unexplained language difficulties? A practical perspective(Wiley, 2014-08-20) Clark, Ann; Carter, GlennThis commentary reflects on Bishop's discussion of possible diagnostic terms for children with unexplained language problems. We discuss each of her four proposed terms in turn, commenting on their potential use in clinical and educational contexts by speech and language therapists and other professionals.Item Syntax(J & R Press, 2014-08-31) Bates, S.; Clark, Ann; Whitworth, Nicole; Knight, Rachael-AnneItem Awareness of and support for speech, language and communication needs in Children’s Hearings(CELCIS (Centre for Excellence for Looked After Children in Scotland), 2018-12-18) Clark, Ann; Fitzsimons, DermotLooked-after children commonly experience speech, language and communication needs (SLCN) (McCool & Stevens, 2011; Department for Education, 2017). Unidentified and unmet SLCN have negative effects on children’s educational attainment as well as social, emotional and mental health (Law, Rush, Parsons & Schoon, 2009). In Scotland, the institutional body with primary responsibility to address the needs of looked-after children is Children’s Hearings Scotland (CHS). The focal means of decision-making is the Hearing. Previous FOI requests showed very few referrals from the Hearings to SLT services (Clark & Fitzsimons, 2016). Panel Members’ and Children’s Reporters’ views on children’s SLCN and on support for these needs in Hearings were gathered using an online questionnaire. 35 responses were received. Findings emphasised the importance of a child’s individual needs. Many respondents had concerns over a child’s communication during the Hearings process. SLTs rarely attend Hearings. Barriers to effective communication were seen to be intrinsic to the child, but also within the environment. The paper concludes that an increased role for SLTs within the Hearings System would be beneficial, both working directly with children to support their SLCN, and training and supporting decision makers in developing confidence to refer children to SLT services.Item Highly Significant Linkage to the SLI1 Locus in an Expanded Sample of Individuals Affected by Specific Language Impairment(2004) Watson, Jocelynne; Clark, AnnSpecific language impairment (SLI) is defined as an unexplained failure to acquire normal language skills despite adequate intelligence and opportunity. We have reported elsewhere a full-genome scan in 98 nuclear families affected by this disorder, with the use of three quantitative traits of language ability (the expressive and receptive tests of the Clinical Evaluation of Language Fundamentals and a test of nonsense word repetition). This screen implicated two quantitative trait loci, one on chromosome 16q (SLI1) and a second on chromosome 19q (SLI2). However, a second independent genome screen performed by another group, with the use of parametric linkage analyses in extended pedigrees, found little evidence for the involvement of either of these regions in SLI. To investigate these loci further, we have collected a second sample, consisting of 86 families (367 individuals, 174 independent sib pairs), all with probands whose language skills are 1.5 SD below the mean for their age. Haseman-Elston linkage analysis resulted in a maximum LOD score (MLS) of 2.84 on chromosome 16 and an MLS of 2.31 on chromosome 19, both of which represent significant linkage at the 2% level. Amalgamation of the wave 2 sample with the cohort used for the genome screen generated a total of 184 families (840 individuals, 393 independent sib pairs). Analysis of linkage within this pooled group strengthened the evidence for linkage at SLI1 and yielded a highly significant LOD score (MLS = 7.46, interval empirical P<.0004). Furthermore, linkage at the same locus was also demonstrated to three reading-related measures (basic reading [MLS = 1.49], spelling [MLS = 2.67], and reading comprehension [MLS = 1.99] subtests of the Wechsler Objectives Reading Dimensions).Item Receptive language disorder in childhood: Familial aspects and long term outcomes: Results from a Scottish study(2007) Clark, Ann; O'Hare, Anne; Watson, Jocelynne; Cohen, W.; Cowie, H.; Elton, R.; Nasir, J.; Seckl, J.Background and aims: Little is known about the familial characteristics of children with severe receptive specific language impairment (SLI). Affected children are more likely to have long-term problems than those with expressive SLI but to date they have only been described as small cohorts within SLI populations. We therefore aimed to describe the clinical and familial characteristics of severe receptive SLI as defined by a rigorous phenotype and to establish whether non-word repetition showed a relationship with language impairment in these families. Methods: Cross-sectional study of children who met ICD-10 (F80.2) criteria for receptive SLI at school entry, their siblings and genetic parents with standardised measures of language and non-verbal IQ, phonological auditory memory and speech sound inventory. Results: At a mean of 6 years after school entry with a severe receptive SLI, the 58 participants had a normal mean and standard deviation non-verbal IQ, but only 3% (two) had attained language measures in the normal range. One third still had severe receptive language impairment. One third of siblings not known to be affected had language levels outside the normal range. Phonological auditory memory was impaired in most family members. Conclusion: Severe receptive SLI is nearly always associated with an equally severe reduction in expressive language skills. Language impairment in siblings may go undetected and yet they are at high risk. Family members had weak phonological auditory memory skills, suggesting that this could be a marker for language acquisition difficulties. Receptive SLI rarely resolves and trials of therapy are urgently needed.Item Unmet need in Scotland's criminal justice system(RCSLT, 2012-02) Clark, Ann; Barrow, Ellie; Hartley, KimResearch shows that around 60% of young people in contact with youth justice services have speech, language and communication needs. This article reports on the most comprehensive survey of speech and language therapy in Scotland's CJS to date, reports levels of provision, and makes recommendations for future actions. It also provides hard evidence that what the agencies in Scotland's CJS are getting now from Speech and Language Therapists is increasingly valued.Item Multivariate Linkage Analysis of Specific Language Impairment (SLI)(2007) Monaco, A. P.; Watson, Jocelynne; Clark, AnnSpecific language impairment (SLI) is defined as an inability to develop appropriate language skills without explanatory medical conditions, low intelligence or lack of opportunity. Previously, a genome scan of 98 families affected by SLI was completed by the SLI Consortium, resulting in the identification of two quantitative trait loci (QTL) on chromosomes 16q (SLI1) and 19q (SLI2). This was followed by a replication of both regions in an additional 86 families. Both these studies applied linkage methods to one phenotypic trait at a time. However, investigations have suggested that simultaneous analysis of several traits may offer more power. The current study therefore applied a multivariate variance-components approach to the SLI Consortium dataset using additional phenotypic data. A multivariate genome scan was completed and supported the importance of the SLI1 and SLI2 loci, whilst highlighting a possible novel QTL on chromosome 10. Further investigation implied that the effect of SLI1 on non-word repetition was equally as strong on reading and spelling phenotypes. In contrast, SLI2 appeared to have influences on a selection of expressive and receptive language phenotypes in addition to non-word repetition, but did not show linkage to literacy phenotypes.Item Lack of replication for the myosin-18B association with mathematical ability in independent cohorts(2015-04-01) Pettigrew, K. A.; Fajutrao Valles, S.; Moll, K.; Northstone, K.; Ring, S.; Pennell, C.; Wang, C.; Leavett, R.; Hayiou-Thomas, M. E.; Thompson, P.; Simpson, N. H.; Fisher, S. E.; Whitehouse, A. J. O.; Snowling, M. J.; Newbury, D. F.; Paracchini, S.; Clark, Ann; Watson, JocelynneTwin studies indicate that dyscalculia (or mathematical disability) is caused partly by a genetic component, which is yet to be understood at the molecular level. Recently, a coding variant (rs133885) in the myosin-18B gene was shown to be associated with mathematical abilities with a specific effect among children with dyslexia. This association represents one of the most significant genetic associations reported to date for mathematical abilities and the only one reaching genome-wide statistical significance. We conducted a replication study in different cohorts to assess the effect of rs133885 maths-related measures. The study was conducted primarily using the Avon Longitudinal Study of Parents and Children (ALSPAC), (N=3819). We tested additional cohorts including the York Cohort, the Specific Language Impairment Consortium (SLIC) cohort and the Raine Cohort, and stratified them for a definition of dyslexia whenever possible. We did not observe any associations between rs133885 in myosin-18B and mathematical abilities among individuals with dyslexia or in the general population. Our results suggest that the myosin-18B variant is unlikely to be a main factor contributing to mathematical abilities. We could not replicate the association of the myosin-18B gene with mathematical ability. 2015 The Authors.