Appendix A.
Studies in which the current participants took part in childhood
| Cohort | ||||||
|---|---|---|---|---|---|---|
| A | B | C | D | E | F | |
| Research | Analysis of conversational ability in language impairment | Analysis of conversational ability in PLI | Analysis of conversational ability in language impairment | Electrophysiological study of auditory processing in SLI | Behavioural investigation of borderlands of SLI and Autism | Behavioural investigation of borderlands of SLI and Autism |
| Reference | Adams and Bishop (1989) | Bishop et al. (1994) | Bishop et al. (2000) | McArthur and Bishop (2004) | Bishop and Norbury (2002) | Norbury et al. (2004) |
| Assessments at T1 | Non-verbalBlock Design and Picture Completion subtests of WISC-R | Non-verbalRCPM | Non-verbalRCPM | Non-verbalRSPM | Non-verbalRCPM | Non-verbalWASI PIQ |
| LinguisticWISC-R-VC TROG MLU | LinguisticBPVS ITPA | Linguistic CELF-R-RS BPVS MLU | LinguisticBPVS-II CELF-R-RS TLC-RS | LinguisticBPVS-II TROG-2 CELF-R-RS | LinguisticBPVS –II CELF-III-CD CELF-III-RS | |
| Pragmatic Teacher report | Pragmatic Teacher report Precursor to CCC | Pragmatic Teacher report Precursor to CCC | Pragmatic Not assessed | Pragmatic CCC | Pragmatic Teacher and/or clinician report CCC-2 | |
| Specific language impairment (SLI) diagnosis | Based upon teacher and researcher judgement | Not recruited | Scored 1 SD below the mean on at least one linguistic testScoring ≤10 on CCC precursor | Scoring more than 1 SD below the age-expected level on at least two linguistic tests | Scored 1 SD below the mean on at least one linguistic testScoring > 132 on pragmatic composite of CCC | Standard scores more than −1.25 SD below the mean on two of the three linguistic tests |
| Pragmatic language impairment (PLI) diagnosis | Based upon teacher and/or researcher judgement | Initially identified by teachers, researchers and/or clinicians Scoring ≥12 on CCC precursor | Initially identified by teachers, researchers and/or clinicians Scoring ≥12 on CCC precursor | Not recruited | Scoring<133 on pragmatic composite of CCC | Teacher and/or clinician judgement of significant pragmatic difficulties Confirmed via CCC-2 |
Notes: All participants had a non-verbal IQ within the normal range. The measures used as an index of ability at T1 are shown in bold.
BPVS, British Picture Vocabulary Scale (Dunn et al.1982); BPVS-II, British Picture Vocabulary Scale — Second Edition (Dunn et al.1997); CCC, Children's Communication Checklist (Bishop 1998); CCC-2, Children's Communication Checklist — Second Edition (Bishop 2003); CELF-R-RS, Recalling Sentences Subtest from the Clinical Evaluation of Language Fundamentals — Revised (Semel et al.1987); CELF-III-CD, Concepts and Directions Subtest from the Clinical Evaluation of Language Fundamentals — Third Edition (Semel et al.1995); CELF-III-RS, Recalling Sentences Subtest from the Clinical Evaluation of Language Fundamentals — Third Edition (Semel et al. 1995); ITPA, Illinois Test of Psycholinguistic Ability — Revised Edition (Kirk et al.1968); MLU, mean length of utterance; PLI, pragmatic language impairment; RCPM, Raven's Coloured Progressive Matrices (Raven et al.1986); RSPM, Raven's Standard Progressive Matrices (Raven et al.1992); SLI, specific language impairment; TLC-RS, Recreating Sentences Subtest from the Test of Language Competence — Expanded Edition (Wiig and Secord 1989); TROG, Test for Reception of Grammar (Bishop 1989); WASI PIQ, Wechsler Abbreviated Scales of Intelligence — Performance IQ (Wechsler and Chen 1999); WISC-R, Wechsler Intelligence Scales for Children — Revised (Wechsler 1974); and WISC-R-VC, Verbal Comprehension Subtest of the Wechsler Intelligence Scales for Children — Revised (Wechsler 1974).