Search

Adolescent education outcomes and maltreatment: The role of pre-existing adversity, level of child protection involvement, and school attendance

Maltreated children are at high risk for low educational achievement, however few studies have accounted for confounding risk factors that commonly co-occur (including child, family and neighbourhood risk factors) and results have been mixed, particularly for adolescents.

Heritability of Specific Language Impairment and Nonspecific Language Impairment at Ages 4 and 6 Years Across Phenotypes of Speech, Language, and Nonverbal Cognition

Nonverbal IQ is not on the same causal pathway as language impairments

Predicting language difficulties in middle childhood from early developmental milestones: A comparison of traditional regression and machine learning techniques

The current study provides preliminary evidence that machine learning algorithms provide equivalent predictive accuracy to traditional methods for language difficulties in middle childhood

Late talkers and later language outcomes: Predicting the different language trajectories

The aim of the current study was to investigate the risk factors present at 2 years for children who showed language difficulties that persisted

Patterns of multiple risk exposures for low receptive vocabulary growth 4-8 years in the Longitudinal Study of Australian Children

Our results demonstrate a range of multiple risk profiles in a population-representative sample of Australian children and highlight the mix of risk factors faced by children

Barriers to Parent–Child Book Reading in Early Childhood

Parent–child book reading interventions alone are unlikely to meet needs of children and families for whom the absence of reading is psychosocial risk factor

Longitudinal Study of Language of Twins at Ages 9 and 14 Years: Twinning, Zygosity, and Heritability

This unprecedented longitudinal twin study focused on the arc of language acquisition from first words to adolescence, with data collection at 2, 4, and 6 years of age, reported in four previous studies and now new data at ages 9 and 14 years.

Language Development

Language is one of the most remarkable developmental accomplishments of early childhood. Language connects us with others and is an essential tool for literacy, education, employment and lifelong learning.

Patterns of language and visuospatial lateralisation in three-year-old children

Little is known about how or when language and visuospatial processing lateralise in the brain, and if individual differences in lateralisation are related to early language or visuospatial abilities. We explored if patterns of language and visuospatial lateralisation are related to cognitive skills in young children.

Healthcare SAVVI: Exploring health literacy and parents' experiences in supporting the health of children with intellectual disability

Research on the health literacy of parents with children with intellectual disability is limited. Understanding parents' healthcare skills and needs is essential for improving children's health and developing effective support. In this study we aimed to (1) explore the health literacy skills of parents that enabled them to support the health needs of their child with intellectual disability and the factors influencing these skills, and (2) identify opportunities to support parent health literacy.