Profiles of language development in pre-school children: a longitudinal latent class analysis of data from the Early Language in Victoria Study.

摘要: Background Pre-school language impairment is common and greatly reduces educational performance.Population attempts to identify children who would benefit from appropriately timed intervention might be improved by greater knowledge about the typical profiles of development.Specifically,this could used help with early identification will impaired on school entry. Methods This study applied longitudinal latent class analysis assessments at 8,12,24,36 48 months 1113 a population-based study,in order classes exhibiting distinct communicative developmental profiles. Results Five substantive were identified:Typical,i.e.development in range each age;Precocious (late),i.e.typical development infancy followed high probabilities precocity 24 onwards;Impaired (early),i.e.high up 12 thereafter;Impaired but onwards;Precocious life months.The entropy statistic (0.84) suggested fairly well defined,although there was non-trivial degree uncertainty classification children.That half Impaired (late) expected have 4 years 6% numerically large Typical illustrates this.Characteristics indicative social advantage more commonly found improving Conclusions Developmental show that some pre-schoolers’ characterized periods accelerated development,slow catch-up growth.Given classifying into these profiles,use this for identifying entry not straightforward.The findings do,however,indicate need enrichment programmes among disadvantaged children.