Factors Contributing to Preschoolers' Communicative Participation Outcomes: Findings From a Population-Based Longitudinal Cohort Study in Ontario, Canada Purpose The aim of this study was to identify predictors of communicative participation outcomes for a large cohort of preschoolers with speech and language impairments. Method A secondary analysis of longitudinal program evaluation data from Ontario, Canada's Preschool Speech and Language Program was done. Data available for 46,872 ... Research Article
Research Article  |   May 03, 2018
Factors Contributing to Preschoolers' Communicative Participation Outcomes: Findings From a Population-Based Longitudinal Cohort Study in Ontario, Canada
 
Author Affiliations & Notes
  • Barbara Jane Cunningham
    School of Rehabilitation Science, McMaster University, Institute for Applied Health Sciences, Hamilton, Ontario, Canada
    CanChild, McMaster University, Hamilton, Ontario, Canada
  • Steven E. Hanna
    Department of Health Research Methods Evidence and Impact, McMaster University, Hamilton, Ontario, Canada
  • Peter Rosenbaum
    School of Rehabilitation Science, McMaster University, Institute for Applied Health Sciences, Hamilton, Ontario, Canada
    Department of Pediatrics and School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
    CanChild, McMaster University, Hamilton, Ontario, Canada
  • Nancy Thomas-Stonell
    CanChild, McMaster University, Hamilton, Ontario, Canada
  • Bruce Oddson
    School of Human Kinetics, Laurentian University, Sudbury, Ontario, Canada
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Barbara Jane Cunningham: cunnibj@mcmaster.ca
  • Editor-in-Chief: Krista Wilkinson
    Editor-in-Chief: Krista Wilkinson×
  • Editor: Li Sheng
    Editor: Li Sheng×
Article Information
Development / Research Issues, Methods & Evidence-Based Practice / Language Disorders / Attention, Memory & Executive Functions / Research Articles
Research Article   |   May 03, 2018
Factors Contributing to Preschoolers' Communicative Participation Outcomes: Findings From a Population-Based Longitudinal Cohort Study in Ontario, Canada
American Journal of Speech-Language Pathology, May 2018, Vol. 27, 737-750. doi:10.1044/2017_AJSLP-17-0079
History: Received May 30, 2017 , Revised September 30, 2017 , Accepted December 7, 2017
 
American Journal of Speech-Language Pathology, May 2018, Vol. 27, 737-750. doi:10.1044/2017_AJSLP-17-0079
History: Received May 30, 2017; Revised September 30, 2017; Accepted December 7, 2017

Purpose The aim of this study was to identify predictors of communicative participation outcomes for a large cohort of preschoolers with speech and language impairments.

Method A secondary analysis of longitudinal program evaluation data from Ontario, Canada's Preschool Speech and Language Program was done. Data available for 46,872 children 18–67 months of age (M = 41.76 months, SD = 11.92; 68% boys, 32% girls) were previously used to predict children's communicative participation skill development in 5 levels of function. Demographic and intervention-based variables were added to the models to identify new predictors of growth.

Results Three demographic and 3 intervention-based variables were statistically significant predictors of children's communicative participation outcomes. Clinically significant predictors included participation in an early learning environment, receipt of speech-language interventions, and the amount of time spent in intervention. These variables impacted predicted outcomes differently, depending on a child's level of communicative function.

Conclusions This population-based study of preschoolers with speech and language impairments identified predictors of growth in communicative participation skills—an outcome important and meaningful to families but not often explored. A broad picture emerged of factors that may influence the development of communicative participation skills and may be used to predict outcomes for preschoolers. Given the large sample size, these robust findings may be used to predict outcomes outside the Preschool Speech and Language Program as well.

Supplemental Material https://doi.org/10.23641/asha.6024422

Acknowledgments
The authors gratefully acknowledge the Preschool Speech and Language Program for granting access to these data and for their collaboration on this program of research.
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