TABLE 4.

Characteristics of special population longitudinal studies.

“Special populations”
Longitudinal
Author/s	Year	Country	N	Age when SC measured	Age when mental health measured	Special population	SC measure/s	Results
Conti-Ramsden et al. (55)	2019	England	168	11 years	7, 8, 11, and 16 years	Language Impairment	CCC (stand.; teach)	Significantly poorer pragmatic language abilities were found in the group with childhood-onset-persistent emotional and peer-relationship problems, as compared to the resolving emotional group and low-level group.
Mok et al. (56)	2014	England	171	7 and 11 years	7, 8, 11, and 16 years	History of language impairment	CCC (stand.; teach)	Pragmatic language difficulties at age 7 were 2.5 times more likely for children with childhood-onset persistent peer problems at age 11 than for those with low/no peer problems.
Helland et al. (57)	2014	Norway	40	13.47 (SD = 0.82) years	7–9 and 13.47 (SD = 0.82) years	Behavioral difficulties	CCC-2 (stand.; par.)	Pragmatic language ability at age 12–15 years correlated significantly with the pragmatic language composite score (r = −0.52), with the SDQ subscales emotional problems (r = −0.40) and peer problems (r = −0.048), and with the SDQ total difficulties score (r = −0.05) at age 7–9 years. In a multiple regression model, language and peer problems at t1 significantly predicted pragmatics at t2 (R2 = 36%).

CCC, Children’s Communication Checklist; CCC-2, Children’s Communication Checklist 2nd Edition; dir., direct assessment; non-stand., non-standardized; par., parent reported; SDQ, Strengths and Difficulties Questionnaire; self, self-assessment; stand., standardized; teach., teacher reported.