IMPLICATIONS
There is a need for the assessment of oral
language abilities in children with SLI in middle
childhood and beyond. Furthermore, because
of the observed changing profiles of these indi-
viduals, when children and adolescents present
with
difficulties
in
learning
(mild-moderate
learning disabilities), literacy (including dyslexia),
behaviour, or emotional and social functioning
(including broader phenotype ASD) they should
be assessed for their oral language skills. This is
important not only because they may be in need
of support for their development but because
many of the foundations of intervention in clinical,
educational and mental health practice involve
the oral verbal medium. For example, language
is the mode of educational instruction and a key
element in interactions between clinician and
client in cognitive–behaviour therapy.
All practitioners who work with young people
with developmental difficulties need to be sensi-
tive to the possibility that these children may have,
among other problems, language impairments.
When we have a young person walking through our
door, we need to be more aware of the potential
need to evaluate and, if required, obtain support
for his or her oral language skills. Only in this way
will we be able to make it possible for individuals
with SLI to have a good quality of life, find employ-
ment, and establish long-term relationships.
ACKNOWLEDGEMENT
The first author (G.C-R.) gratefully acknowledges
the support of a fellowship from the Economic and
Social Research Council (RES-063-27-0066).
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