Teenage outcomes after speech and language impairment at preschool age

Figures & data

Table 1 Cognitive data in 13 teenagers at follow-up: IQs and Kaufmann indices

WISC-III	N	Mean	SD	95% CI for mean indices
FSIQ	13	85.08	29.54	67.22_102.93
VIQ	13	82.46	27.84	69.03_102.47
PIQ	13	91.85	25.39	80.31–110.03
VUI	13	85.38	25.63	71.87–103.80
POI	13	96.31	23.98	84.11–113.56
FDI	13	76.85	19.49	66.33–90.83
PSI	13	79.31	16.84	69.13–89.49

Abbreviations: CI, confidence interval; FSIQ, full scale intelligence quotient; IQ, intelligence quotient; VIQ, verbal intelligence quotient; PIQ, perceptual intelligence quotient; VUI, verbal understanding index; POI, perceptual organization index; FDI, freedom from distractibility index; PSI, processing speed index; WISC-III, Weschler Intelligence Scale for Children – III.

Table 2 Cognitive, ASD, ADHD, and language and reading results at a preschool age and at the follow-ups (time 1 and time 2)

Id	Sex	Cogn (T1)	Cogn (T2)	ASD (T1)	ASD (T2)	ADHD (T1)	ADHD (T2)	LI type (T1)	LI degree (T2)	Readd disab. level (T2)
1	m							rec. + expr.
2	m							expr.
3	m		*		*		*	rec. + expr.	*	*
4	m							expr.	No data	No data
5	m							rec. + expr.	No data	No data
6	m							rec. + expr.	No data	No data
7	f							rec. + expr.
8	m							rec. + expr.
9	m							rec. + expr.	No data	No data
10	f							rec. + expr.
11	f							rec. + expr.
12	m							expr.
13	m							rec. + expr.	No data	No data
14	m							rec.
15	f							rec. + expr.	No data	No data
16	m							rec. + expr.	No data	No data
17	m							rec. + expr.
18	f							rec. + expr.
19	f							rec. + expr.
20	f							rec. + expr.
21	m		*		*		*	rec. + expr.	*	*
22	m							rec. + expr.
23	m							rec. + expr.
24	m							rec. + expr.
25	m							rec. + expr.	No data	No data

Notes:

* subject declined the offer to participate in the study at T2. Cognitive level: Green = normal (IQ > 85), orange = BIF (T1; IQ 72–85, T2; IQ 71–85), red = ID (T1; IQ ≤ 71, T2; IQ ≤ 70). ASD: Green = ASD symptoms did/do not apply (T1, T2), orange = a few autistic symptoms, but exceeding the 95th percentile for the comparison group (T1); clear autistic symptoms, but not full ASD (T2); red = definite autistic symptoms (T1); ASD diagnosis given (T2). ADHD: Green = ADHD symptoms did/do not apply (T1, T2), orange = ADHD symptoms exceeding the 95th percentile of the comparison group (T1); subthreshold ADHD (4/9 criteria according to DSM-IV) (T2), red = ADHD definitely applied according to DSM-IV criteria (T1, T2). LI type (at T1): orange = expressive language impairment, red = receptive and expressive language impairment, blue = receptive language disorder. LI degree (at T2): Green = normal (all language assessment results > the 30th percentile or stanine 3), orange = moderate problems (one or more of the language test results < 30th percentile or stanine 3), red = severe problems (one or more of the language test results ≤ the 15th percentile or stanine 2). Reading disability level (at T2): Green = normal (all reading assessment results > the 30th percentile or stanine 3), orange = moderate problems (one or more of the reading test results ≤ 30th percentile or stanine 3), red = severe problems (one or more of the reading test results ≤ the 15th percentile or stanine 2).

Abbreviations: ADHD, attention-deficit hyperactivity disorder; ASD, autistic spectrum disorder; T1, results from earlier study; T2, results from the study presented here.