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Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/22
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Item Association of proximal elements of social disadvantage with children's language development at 2 years: An analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort(Wiley, 2018-11-27) Law, James; Clegg, Judy; Rush, Robert; Roulstone, Sue; Peters, Tim J.Background: An association between social disadvantage and early language development is commonly reported in the literature, but less attention has been paid to the way that different aspects of social disadvantage affect both expressive and receptive language in the first 2 years of life. Aims: To examine the contributions of gender, parental report of early language skills and proximal social variables (the amount of stimulation in the home, the resources available to the child and the attitudes/emotional status of the primary carer and the support available to him/her) controlling for distal social variables (family income and maternal education) to children's expressive and receptive language development at 2 years in a community ascertained population cohort. Methods & Procedures: Data from 1314 children in the Children in Focus (CiF) sample from the Avon Longitudinal Study of Parents and Children (ALSPAC) were analyzed. Multivariable regression models identified the contribution of proximal (what parents do with their children) measures of social disadvantage adjusting for more distal (e.g., family income and material wealth) measures as well as early language development at 15 months to the development of verbal comprehension, expressive vocabulary and expressive grammar (word combinations) at 2 years of age. Outcome & Results: In the final multivariable models gender, earlier language and proximal social factors, co‐varying for distal factors predicted 36% of the variance for expressive vocabulary, 22% for receptive language and 27% for word combinations at 2 years. Language development at 15 months remained a significant predictor of outcomes at 24 months. Environmental factors were associated with both expressive scales but the picture was rather more mixed for receptive language suggesting that there may be different mechanisms underlying the different processes. Conclusions & Implications: This study supports the argument that social advantage makes a strong contribution to children's language development in the early years. The results suggest that what parents/carers do with their children is critical even when structural aspects of social disadvantage such as family income and housing have been taken into consideration although this relationship varies for different aspects of language. This has the potential to inform the targeting of public health interventions focusing on early language and pre‐literacy skills on the one hand and home learning environments on the other and, potentially, the two in combination.Item Narrowing the digital divide--facilitating access to computer technology to enhance the lives of those with aphasia: a feasibility study(Taylor & Francis, 2016-03) Kelly, Helen; Kennedy, Fiona; Britton, Hannah; McGuire, Graham; Law, JamesBackground: Despite advances in technology and the universal accessibility of the Internet, the aptly named digital divide- still prevents equal access to, and use of, computer technology by people with aphasia. The use of technology has clear potential for improved quality of life in terms of increased methods for communicating as well as the facilitation of self-management; however, substantial barriers still pervade. Aims: The aims of this study were to evaluate a bespoke computer training course appropriate for people with aphasia and examine the personal experiences of a small sample of individuals with aphasia following their participation on the course. Methods & Procedures: This feasibility study with mixed-methods evaluation recruited participants with a range of aphasia severity and different experiences in using computers. Participants (n = 17) discussed their personal experiences of attending the computer course, gathered through topic-guided small focus groups, immediately postcourse and follow-up Refresher class. A Framework Method approach was considered an appropriate methodological design and data were analysed using thematic analysis. Participants also self-rated their skills in using computers before and following this bespoke computer course (n = 16) and at follow-up (n = 10), which was statistically analysed. Outcomes & Results: Statistically significant differences were found in the improved self-rated ability of a range of computer skills following course attendance. However, participants who attended a Refresher class (5, 9, or 12 months following course completion) reported that without support a number of these skills had notably declined. Three main themes emerged from the focus group data: (i) Facilitation of Social Engagement-technology offered new opportunities to communicate and more independently self-manage day-to-day tasks; (ii) Course Framework-participants reflected on their preferred model of delivery of the course; and finally (iii) Overcoming Barriers to Technology-the advantages of bespoke computer training, and requirements for ongoing support were highlighted as essential components of a training course appropriate for people with aphasia. Conclusions: The personal experiences of this group of people with aphasia highlight the advantages of accessing technology as a way of facilitating increased communication and an enhanced ability to manage their day-to-day lives. Yet, despite these benefits and the necessity for many people with aphasia to learn or relearn computer skills, finding courses that can accommodate individual needs is problematic. This research highlights the need for bespoke computer training and follow-on support, and highlights the necessary components of such training as identified by this group of people with aphasia. 2015 Taylor & FrancisItem Early home activities and oral language skills in middle childhood: A quantile analysis(Wiley, 2017-02-23) Law, James; Rush, Robert; King, Tom; Westrupp, Elizabeth; Reilly, SheenaOral language development is a key outcome of elementary school, and it is important to identify factors that predict it most effectively. Commonly researchers use ordinary least squares regression with conclusions restricted to average performance conditional on relevant covariates. Quantile regression offers a more sophisticated alternative. Using data of 17,687 children from the United Kingdom's Millennium Cohort Study, we compared ordinary least squares and quantile models with language development (verbal similarities) at 11 years as the outcome. Gender had more of an effect at the top of the distribution, whereas poverty, early language, and reading to the child had a greater effect at the bottom. The picture for TV watching was more mixed. The results are discussed in terms of the provision of universal and targeted interventions.Item Acquisition of Maternal Education and its Relation to Single Word Reading in Middle Childhood: An Analysis of the Millennium Cohort Study(Wayne State University (WSU) Press, 2017-11) King, T.; McKean, C.; Rush, Robert; Westrupp, E.; Mensah, F.; Law, JamesMaternal education captured at a single time point is commonly employed as a predictor of a child's cognitive development. In this paper we ask what bearing the acquisition of additional qualifications has upon reading performance in middle childhood. This was a secondary analysis of the UK's Millennium Cohort Study, a birth cohort of 18,000 children born in 2000. Our outcome variable was Single Word Reading from the British Abilities Scales at 7 years. Predictors included maternal age and education, relative poverty and parity. Increasing maternal education over time was associated with improved child outcomes with a 2 month developmental advantage for children whose mothers had increased education over those whose mothers had not. Parity was important but conditional on this, there was no evidence of child attainment reducing for the children of older mothers. A time-varying education level model is consistent with an input quality mechanism for language development.Item Communication Support Needs: a Review of the Literature.(Scottish Executive, 2007) Law, James; van der Gaag, A.; Hardcastle, William J.; Beckett, D. J.; MacGregor, A.; Plunkett, CharleneItem Auditory-verbal therapy for promoting spoken language development in children with permanent hearing impairments(The Cochrane Collaboration, 2014-03) Brennan-Jones, Christopher G.; White, Joanna D.; Rush, Robert; Law, JamesBackground Congenital or early-acquired hearing impairment poses a major barrier to the development of spoken language and communication. Early detection and effective (re)habilitative interventions are essential for parents and families who wish their children to achieve age-appropriate spoken language. Auditory-verbal therapy (AVT) is a (re)habilitative approach aimed at children with hearing impairments. AVT comprises intensive early intervention therapy sessions with a focus on audition, technological management and involvement of the child's caregivers in therapy sessions; it is typically the only therapy approach used to specifically promote avoidance or exclusion of non-auditory facial communication. The primary goal of AVT is to achieve age-appropriate spoken language and for this to be used as the primary or sole method of communication. AVT programmes are expanding throughout the world; however, little evidence can be found on the effectiveness of the intervention. Objectives To assess the effectiveness of auditory-verbal therapy (AVT) in developing receptive and expressive spoken language in children who are hearing impaired. Search methods CENTRAL, MEDLINE, EMBASE, PsycINFO, CINAHL, speechBITE and eight other databases were searched in March 2013. We also searched two trials registers and three theses repositories, checked reference lists and contacted study authors to identify additional studies. Selection criteria The review considered prospective randomised controlled trials (RCTs) and quasi-randomised studies of children (birth to 18 years) with a significant (≥ 40 dBHL) permanent (congenital or early-acquired) hearing impairment, undergoing a programme of auditory-verbal therapy, administered by a certified auditory-verbal therapist for a period of at least six months. Comparison groups considered for inclusion were waiting list and treatment as usual controls. Data collection and analysis Two review authors independently assessed titles and abstracts identified from the searches and obtained full-text versions of all potentially relevant articles. Articles were independently assessed by two review authors for design and risk of bias. In addition to outcome data, a range of variables related to participant groups and outcomes were documented. Main results Of 2233 titles and abstracts searched, only 13 abstracts appeared to meet inclusion criteria. All 13 full-text articles were excluded following independent evaluation by two review authors (CGBJ and JW), as they did not meet the inclusion criteria related to the research design. Thus, no studies are included in this review. Authors' conclusions This review confirms the lack of well-controlled studies addressing the use of AVT as an intervention for promoting spoken language development in children with permanent hearing impairments. Whilst lack of evidence does not necessarily imply lack of effect, it is at present not possible for conclusions to be drawn as to the effectiveness of this intervention in treating children with permanent hearing impairments.Item The contribution of early language development to children's emotional and behavioural functioning at 6 years: an analysis of data from the Children in Focus sample from the ALSPAC birth cohort(Blackwell, 2015-01) Clegg, Judy; Law, James; Rush, Robert; Peters, Tim J.; Roulstone, SusanBackground: An association between children's early language development and their emotional and behavioural functioning is reported in the literature. The nature of the association remains unclear and it has not been established if such an association is found in a population-based cohort in addition to clinical populations. Methods: This study examines the reported association between language development and emotional and behavioural functioning in a population-based cohort. Data from 1,314 children in the Children in Focus (CiF) sample from the Avon Longitudinal Study of Parents and Children (ALSPAC) were analysed. Regression models identified the extent to which early language ability at 2 years of age and later language ability at 4 years of age is associated with emotional and behavioural functioning at 6 years while accounting for biological and social risk and adjusting for age and performance intelligence (PIQ). Results: A series of univariable and multivariable analyses identified a strong influence of biological risk, social risk and early and later language ability to emotional and behavioural functioning. Interestingly, social risk dropped out of the multivariate analyses when age and PIQ were controlled for. Early expressive vocabulary at 2 years and receptive language at 4 years made a strong contribution to emotional and behavioural functioning at 6 years in addition to biological risk. The final model accounted for 11.6% of the variance in emotional and behavioural functioning at 6 years. Conclusions: The study identified that early language ability at 2 years, specifically expressive vocabulary and later receptive language at 4 years both made a moderate, but important contribution to emotional and behavioural functioning at 6 years of age. Although children's language development is important in understanding children's emotional and behavioural functioning, the study shows that it is one of many developmental factors involved. 2014 Association for Child and Adolescent Mental Health.Item Investigating the role of language in children's early educational outcomes(UK Department of Education, 2011-06-30) Roulstone, S.; Law, James; Rush, Robert; Clegg, J.; Peters, TimMost children develop speech and language skills effortlessly, but some are slow to develop these skills and then go on to struggle with literacy and academic skills throughout their schooling. It is the first few years of life that are critical to their subsequent performance. This project looks at what we know about the early communication environment in a child's first two years of life, and the role this plays in preparing children for school using data from a large longitudinal survey of young people (ALSPAC - the Avon Longitudinal Study of Parents and Children). It examines the characteristics of the environment in which children learn to communicate (such as activities undertaken with children, the mother's attitude towards her baby, and the wider support available to the family) and the extent to which this affects a child's readiness for school entry (defined as their early language, reading, writing, and maths skills that they need in school). Key Findings: - There is a strong association between a child's social background and their readiness for school as measured by their scores on school entry assessments covering language, reading, maths and writing. - Language development at the age of 2 years predicts children's performance on entry to primary school. Children's understanding and use of vocabulary and their use of two or three word sentences at 2 years is very strongly associated with their performance on entering primary school. - The children's communication environment influences language development. The number of books available to the child, the frequency of visits to the library, parents teaching a range of activities, the number of toys available, and attendance at pre-school, are all important predictors of the child's expressive vocabulary at 2 years. The amount of television on in the home is also a predictor; as this time increased, so the child's score at school entry decreased. - The communication environment is a more dominant predictor of early language than social background. In the early stages of language development, it is the particular aspects of a child's communication environment that are associated with language acquisition rather than the broader socio-economic context of the family. - The child's language and their communication environment influence the child's performance at school entry in addition to their social background. Children's success at school is governed not only by their social background; the child's communication environment before their second birthday and their language at the age of two years also have a strong influence.Item The relative roles played by structural and pragmatic language skills in relation to behaviour in a population of primary school children from socially disadvantaged backgrounds(Taylor & Francis (Routledge), 2014-01) Law, James; Rush, Robert; McBean, K.Considerable evidence supports the association between language learning difficulties and behaviour in young children and this is likely to be particularly true of children raised in social disadvantage. Less is known about the way that different aspects of language, specifically pragmatics, interact with behaviour. This study examines the extent to which pragmatic language skills mediate the relationship between structural language skills and parent report of behaviour. It was carried out with 138 community ascertained monolingual English speaking primary school children raised in an area of marked social disadvantage. We found that pragmatic skills substantially mediate the relationship between language and behaviour in this group of children. Further analyses suggest that the mediational relationship holds for hyperactivity, peer related problems and overall impact score but not for emotional problems, conduct problems or pro-social behaviour. Pragmatic language skills underpin the relationship between language and behaviour in low SES (socio-economic status) children. This is specifically true for children exhibited signs of hyperactivity, peer problems and the perceived impact that these may have on the classroom teacher, parents and other children. These findings need to be replicated in both comparable and different populations but, if the relationship holds, it is likely to have considerable implications for the development of valid and effective interventions in this area. Furthermore they may lead to a more differentiated approach to behavioural difficulties. Keywords: child; structural language skills; pragmaticItem Childhood language skills and adult literacy: A 29-year follow-up study(American Academy of Pediatrics, 2010-03-01) Schoon, Ingrid; Parsons, Samantha; Rush, Robert; Law, JamesOBJECTIVES: Our aim was to assess the longitudinal trajectory of childhood receptive language skills and early influences on the course of language development. METHODS: Drawing on data collected for a nationally representative British birth cohort, the 1970 British Cohort Study, we examined the relationship between directly assessed early receptive language ability, family background, housing conditions, early literacy environment, and adult literacy skills. A sample of 11 349 cohort members who completed the English Picture Vocabulary Test at 5 years of age were studied again at 34 years of age, when they completed a direct assessment of their basic literacy skills. We contrasted experiences of individuals with language problems at age 5 against the experiences of those with normal language skills at that age, assessing the role of socioeconomic family background and early literacy environment in influencing the longitudinal course of developmental language problems. Statistical comparisons of rates with 2 tests at P values of .001, .01, and .05 were made, as well as multivariate logistic regressions. RESULTS: Cohort members with receptive language problems at age 5 had a relatively disadvantaged home life in childhood, both in terms of socioeconomic resources and the education level of their parents, but also regarding their exposure to a stimulating early literacy environment. Although there is significant risk for poor adult literacy among children with early language problems, the majority of these children develop competent functional literacy levels by the age of 34. Factors that reduce the risk for persistent language problems include the child being born into a working family, parental education beyond minimum school-leaving age, advantageous housing conditions, and preschool attendance. CONCLUSION: Effective literacy-promoting interventions provided by pediatric primary care providers should target both children and parents. Copyright 2010 by the American Academy of Pediatrics.