Abstract
Data on speech, language, performance IQ, school placement, and behavior are presented on 18 subjects diagnosed in childhood as “aphasic” and followed through adolescence. Results reveal that slow but steady growth in language is made, with expressive skills showing somewhat more rapid progress than comprehension. Performance IQ is highly correlated with language skills in later childhood and, along with receptive skill, is a good predictor of school placement. The diagnostic and prognostic implications of this information are discussed.
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We wish to thank Mary Ziltz for help in analyzing the data, and Barbara Caparulo and Bennett Shaywitz for their clinical collaboration. This research was supported by NIMH Mental Health Research Center Grant No. RR00125, NICHD Grant No. 03008, the Merck Foundation, and Mr. Leonard Berger.
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Paul, R., Cohen, D.J. Outcomes of severe disorders of language acquisition. J Autism Dev Disord 14, 405–421 (1984). https://doi.org/10.1007/BF02409831
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DOI: https://doi.org/10.1007/BF02409831