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Cogent Education Volume 4, 2017 - Issue 1
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Research Article

IQ, non-cognitive and social-emotional parameters influencing education in speech- and language-impaired children

Dieter Ullrich, Wedemarkstrasse 83, 30900Wedemark, GermanyCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-8595-9733View further author information
ORCID Icon,
Katja UllrichSprachheilkindergarten, Flinders University, Adelaide, SA5000; Australia
&
Magret MartenSprachheilkindergarten (Kindergarten, Focussing on Speech-Language Impaired Children), An der Autobahn 2, 30851Langenhagen, Germany
|
Bronwyn Frances EwingQueensland University of Technology, Australia
(Reviewing Editor)
Article: 1357912 | Received 22 Oct 2016, Accepted 17 Jul 2017, Published online: 31 Jul 2017

Figures & data

Table 1. Psycho-social parameters, language and other skills assessed in the study cohort

Table 2. Skills examined, sources and test procedures

Table 3. Skills/parameters examined and assessment criteria

Figure 1. Frequency distribution of speech-/language skills according to the assessment criteria “Average”(A), “Below Average”(BA) and “Above Average” (AA) in children later attending “regular schools” (RS) (n = 14) or “school for special needs”(SFL) (n = 5). Mode is shown in the figures; the criteria “oral function” and “articulation” in SFL-children is based on the assessment of four children

Figure 1. Frequency distribution of speech-/language skills according to the assessment criteria “Average”(A), “Below Average”(BA) and “Above Average” (AA) in children later attending “regular schools” (RS) (n = 14) or “school for special needs”(SFL) (n = 5). Mode is shown in the figures; the criteria “oral function” and “articulation” in SFL-children is based on the assessment of four children

Figure 2. Frequency distribution of different psycho-social skills and social data according to the assessment criteria “Average”(A), “Below Average”(BA) and “Above Average” (AA) in children later attending “regular schools” (RS) (n = 14) or “school for special needs”(SFL) (n = 5). Mode is shown in the figures

Figure 2. Frequency distribution of different psycho-social skills and social data according to the assessment criteria “Average”(A), “Below Average”(BA) and “Above Average” (AA) in children later attending “regular schools” (RS) (n = 14) or “school for special needs”(SFL) (n = 5). Mode is shown in the figures

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