Language, Speech, and Hearing Services in Schools Vol.41 14-22 January 2010. doi:10.1044/0161-1461(2009/08-0089)
© American Speech-Language-Hearing Association
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The Academic and Functional Academic Skills of Youth Who Are at Risk for Language Impairment in Residential Care

Jessica L. Hagaman
Alexandra L. Trout
University of Nebraska—Lincoln

Cathy DeSalvo
Robert Gehringer
Boys Town, Omaha, NE

Michael H. Epstein
University of Nebraska—Lincoln

Contact author: Jessica L. Hagaman, University of Nebraska—Lincoln, Department of Special Education and Communication Disorders, 301 Barkley Memorial Center, Lincoln, NE 68583-0738. E-mail: jesshagaman{at}hotmail.com.

Purpose: Undiagnosed language impairment (LI) for youth in residential care is a concern as similar populations have shown elevated levels of language delays. Therefore, the purposes of this study were to identify the percentage of youth in residential care who are at risk for LI and to compare the demographic, academic achievement, and functional academic skills of youth with or without possible LI.

Method: Participants were 80 youth in residential care. Risk for LI was determined using the Clinical Evaluation of Language Fundamentals—4 Screening Test (E. Semel, E. H. Wiig, & W. A. Secord, 2004). Independent-samples t tests and chi-square analyses were conducted to assess the differences between groups. Measures used included the Woodcock-Johnson Test of Achievement (R. W. Woodcock, K. S. McGrew, & N. Mather, 2001) and the Kaufman Functional Academic Skills Test (A. S. Kaufman & N. L. Kaufman, 1994).

Results: More than half of the sample (54%) were identified as being at risk for LI. Statistically significant differences between youth with and without LI were found on academic variables. Specifically, youth who were at risk for LI presented academic achievement and functional academic scores in the low to low-average ranges.

Conclusion: Findings suggest that there is a need to screen youth entering residential programs for possible LI. Implications for treatment and program planning are discussed.

KEY WORDS: residential care, at-risk, academic achievement, functional academic skills, language impairment


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