This paper reports on the longitudinal results of a large project involving 242
seven-year-old children attending language units in England. Following our work
outlining 6 subgroups of children with language impairment (Conti-Ramsden,
Crutchley, & Botting, 1997), we examine the stability of the 6 subgroups of
children with specific language impairment already identified, using data
collected from the same children at age 8 years. The findings suggest there is
considerable stability in the patterns of difficulties delineated by the classification
system involving 6 subgroups. Poorer stability was evident in the classification of
the children across time with 45% of children moving across subgroups. The
membership stability of the proposed classification system was very similar to that
found when the children were classified into 3 subgroups following another wellknown system (Rapin, 1996). The findings are discussed with particular reference
to issues surrounding the classification of children with SLI.
KEY WORDS: SLI, classification, (longitudinal) stability
here has been much discussion both in the literature and in current practice regarding the heterogeneous nature of children with
specific language impairment and the usefulness of the term specific language impairment (SLI; Leonard, 1987; Leonard, 1991; Miller,
1996). On the one hand, the debate has centered on the specific or otherwise nature of the language problem these children have (Aram, 1991;
Johnston, 1991; Tomblin, 1991). On the other hand, authors have attempted to find subgroups of children with language impairment in an
attempt to address the heterogeneity issue. Rapin and Allen (1987) for
example, outlined six subgroups of children referred for speech and language problems on a clinical basis. Bishop (1994), Bishop and Edmundson
(1987), and Wilson and Risucci (1986) have also produced reports on the
differing groups of children who may all be described as having SLI. In
a previous paper, we also outlined six subgroups of children who were
attending language units using a hybrid technique involving (a) statistical clustering technique on standard assessment scores and (b) teacher
opinion (Conti-Ramsden, Crutchley, & Botting, 1997). Five of these
groups were closely related to those of Rapin and Allen (1987): Cluster 1
(lexical-syntactic deficit syndrome), Cluster 3 (verbal dyspraxia), Cluster 4 (phonologic programming deficit syndrome), Cluster 5 (phonological-syntactic deficit syndrome), and Cluster 6 (semantic-pragmatic deficit syndrome). It needs to be noted that the terminology used for the
cluster names in this paper is that of Rapin and Allen (1987).
Most of the research that has examined the different profiles of
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children with SLI has done so on a cross-sectional basis. That is, subgroups have been identified from a group
of children varying in age and for whom data are available at a single point in time. An exception to this is the
study by Bishop and Edmundson (1987) which examined the prediction of outcome based on standardized
tests at 4 years of age. Although there is some merit in
classifying children at one point in time (in that it may
provide a description of potential difficulties and may
be generalizable to other samples and ages), it is of interest to clinicians and researchers to know how reliable the classification system is over time. Given that
standardized tests are not perfectly reliable, some variation may just reflect random noise, that is, a particular child may have a different profile from Time A to
Time B not because of any real change in the child but
because of fluctuations in test scores from extraneous
reasons. Therefore, the issue of the stability of subgroup
membership over time is an important element in the
categorization process.
Consequently, the present study attempts to add to
our knowledge of subgroups of children with SLI by
studying a large cohort of 8-year-old children with SLI
for whom data were also available at 7 years of age
(Conti-Ramsden, Crutchley, & Botting, 1997). The investigation addressed the following questions:
1. What is the stability of the six subgroups of children in the original sample aged 7 years in terms of the
types of profiles of difficulties delineated by the classification system (stability of test score patterns)?
2. To what extent do children with SLI remain in
their original cluster grouping after 1 year, and to what
extent do they move across clusters (stability of childrens
classification)?
3. Is the membership stability of our six subgroups
of children similar to that of another well-known classification system (Rapin, 1996)?
Methods
Participants
A group of 242 children with specific language impairment (SLI) took part in the study. They were recruited from 118 language units attached to English
mainstream schools. Language units are languagebased classrooms for children with SLI. In order to be
placed in a language unit, children generally have to
fulfill a number of criteria. Most units in England require children to have statements of special educational
needs (or to be undergoing assessment for one) that
details their difficulties and the professional input they
require including intensive speech and language treatment. Specific criteria for entry varies from Educational
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Measures
The test battery used for this study was intended to
reflect a range of language-based and educational skills,
Journal of Speech, Language, and Hearing Research Vol. 42 11951204 October 1999
Standardized Tests
In total, seven language assessments were administered to the children as part of this study, and these
are described fully in the report of the Time 1 results
(Conti-Ramsden, Crutchley, & Botting, 1997). Briefly,
the assessments were as follows: the Goldman Fristoe
Test of Articulation: Single Word Level (Goldman &
Fristoe, 1986), the British Ability Scales: Number Skills
(Elliot, 1983), the British Ability Scales: Naming Vocabulary (Elliot, 1983), the British Ability Scales: Word Reading (Elliot, 1983), the Illinois Test of Psycholinguistic
Ability: Grammatic Closure (Kirk, McCarthy, & Kirk,
1968), the Test for Reception of Grammar (Bishop, 1982),
and the Renfrew Bus Story (Renfrew, 1991).
In addition to these language and educational assessments, children completed the Ravens Coloured Matrices (Raven, 1986), a measure of nonverbal cognitive ability. A total of 233 children were able to complete the
nonverbal cognitive assessment; 206 children scored above
the 15.9 percentile (above 1 standard deviation), 24 children performed between the 2.5 and 15.9 percentile (between 1 and 2 standard deviations below the mean),
and only 3 children performed below the 2.5 percentile,
suggesting these 3 children had more global delays.
1197
changes simply were due to test-retest reliability difficulties, we would expect firstly to see a random pattern
of change (in both directions for each subgroup). Or if
the test showed a systematic positive bias for scores to,
say, improve on second testing, then one might expect
that systematic rise in scores to be reflected across all
subgroups in the same increasing direction. As already
mentioned, neither of these patterns were the case in
data obtained from this study. Instead, strong directional
shifts were seen in different subgroups, some all increasing, others all decreasing. Secondly, the magnitude of
the changes observed should be relatively small, assuming that these tests are reliable to some extent, which
clinical experience and, in some cases, reported reliability coefficients (see below) suggest they are. In contrast,
the changes observed in this study were large. Thirdly,
each movement group showed at least one test where
Journal of Speech, Language, and Hearing Research Vol. 42 11951204 October 1999
Table 1. Cluster percentile means and 95% confidence intervals for Time 1.
Cluster
Group
BAS Number
Skills
BAS Naming
Vocabulary
BAS Word
Reading
Goldman Fristoe
Test of Articulation
Renfrew
Bus Story
1 n = 52
15.6
11.8 to 19.5
9.9
7.3 to 12.6
32.4
25.8 to 39.0
14.8
11.3 to 18.3
78.9
74.2 to 83.6
15.2
11.7 to 18.7
2 n = 16
40.0
27.8 to 52.2
50.9
36.9 to 65.0
54.7
45.7 to 63.6
28.2
20.2 to 36.2
64.9
52.8 to 77.0
52.3
41.2 to 63.4
3 n = 29
15.1
10.3 to 19.9
12.7
7.4 to 18.1
62.7
57.5 to 67.8
11.3
6.3 to 16.3
14.1
8.9 to 19.2
14.6
8.2 to 20.9
4 n = 23
54.7
47.0 to 62.3
26.8
18.0 to 34.5
36.6
27.3 to 45.8
16.8
9.9 to 23.8
23.1
15.1 to 31.1
43.3
34.8 to 51.7
5 n = 84
9.4
7.2 to 11.5
8.6
6.2 to 10.9
11.7
9.6 to 13.8
11.2
8.3 to 14.2
19.0
15.7 to 22.3
8.7
6.9 to 10.5
6 n = 25
30.8
22.7 to 38.8
14.9
10.3 to 19.5
52.0
42.5 to 61.5
66.3
60.0 to 72.6
78.4
68.1 to 88.7
19.4
13.1 to 25.7
Note. All tests showed a significant variation of mean scores across clusters at p < 0.0001
Table 2. Cluster percentile means and 95% confidence intervals for Time 2 new cluster analysis (n = 207 children).
Cluster
Group
BAS Number
Skills
BAS Naming
Vocabulary
BAS Word
Reading
Goldman Fristoe
Test of Articulation
Renfrew
Bus Story
1 n = 30
13.7
9.2 to 18.2
3.5
2.0 to 5.0
33.8
26.6 to 41.0
12.9
8.0 to 17.9
84.0
77.8 to 90.3
14.3
8.7 to 19.8
2 n = 25
58.0
48.9 to 67.1
19.3
12.5 to 26.1
75.8
69.3 to 82.5
39.4
29.1 to 35.3
87.5
79.5 to 95.6
39.4
30.5 to 48.3
3 n = 38
30.7
15.3 to 32.2
17.4
10.5 to 24.4
69.7
65.1 to 74.3
12.0
8.2 to 15.8
21.5
16.4 to 26.6
17.7
11.3 to 24.2
4 n = 19
44.2
33.4 to 54.8
21.8
13.8 to 29.7
26.0
18.4 to 33.6
12.9
8.2 to 17.5
54.8
41.0 to 68.7
55.1
45.7 to 64.6
5 n = 77
11.7
8.6 to 14.9
7.2
5.0 to 9.6
20.2
16.6 to 23.8
7.7
5.5 to 9.8
16.0
12.9 to 19.0
8.3
6.4 to 10.3
6 n = 18
26.8
16.5 to 37.0
14.7
8.6 to 20.9
53.2
39.8 to 66.5
68.7
60.2 to 77.3
60.3
46.0 to 74.6
18.8
10.8 to 26.
Note. All tests were significantly different from each other across clusters at p < 0.001.
Table 3. Movement of children across clusters from Time 1 to Time 2 (n = 201 children).
Time 2 clusters
Time 1
clusters
cluster 1
cluster 2
cluster 3
cluster 4
cluster 5
cluster 6
cluster 1
cluster 2
cluster 3
cluster 4
cluster 5
cluster 6
18
1
1
9
1
3
8
4
3
15
4
11
5
4
8
2
10
2
51
1
3
1
1
2
11
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Test of
interest
Minimum
change
Maximum
change
1 to 5 (8)
3 to 5 (10)
5 to 1 (9)
GF-Articulation*
BAS Naming V*
GF-Articulation*
BAS Naming V
BAS Naming V*
GF-Articulation*
BAS Naming V
Bus Story
TROG
22 percentiles
6 percentiles
+23 percentiles
2 percentiles
+14 percentiles
+0 percentiles
3 percentiles
20 percentiles
13 percentiles
66 percentiles
37 percentiles
+91 percentiles
+57 percentiles
+67 percentiles
+59 percentiles
+46 percentiles
+62 percentiles
+65 percentiles
5 to 3 (11)
6 to 2 (8)
Mean
change (SD)
41 (13) percentiles
24 (12) percentiles
+55 (28) percentiles
+20 (19) percentiles
+45 (18) percentiles
+9 (21) percentiles
+18 (19) percentiles
+27 (26) percentiles
+20 (24) percentiles
Minimum change
66 percentiles
60 percentiles
41 percentiles
48 percentiles
58 percentiles
40 percentiles
Maximum change
+92 percentiles
+81 percentiles
+95 percentiles
+70 percentiles
+63 percentiles
+65 percentiles
four-item change represents a significant clinical improvement, whereas, at another age, the same increase
in raw performance leads to little change in normalized
scores. Consequently, it is possible that relatively small
changes in articulation may have shifted children from
Cluster 1 (lexical-syntactic deficit syndrome) to Cluster
5 (phonological-syntactic deficit syndrome) and from
Cluster 6 (semantic-pragmatic deficit syndrome) to Cluster 2 (normal group). Nonetheless, it needs to be
pointed out that cluster analysis compares scores on all
the tests used for clustering, of which articulation is one,
albeit important, factor.
Thus, taking all the above evidence into consideration, it appears that the majority of movements of children across clusters were due to genuine clinical change
in language profile.
Journal of Speech, Language, and Hearing Research Vol. 42 11951204 October 1999
refers to these children as having complex SLI. The dissatisfaction with the term higher order processing disorder comes from the fact that none of the tests used in
this study examined higher order processes per se. Furthermore, there is no consensus in the literature that
the children in question have as a common underlying
problem difficulties in higher order processing (Bishop,
1997). Finally, this group of children was composed of
children who had lexical, syntactic, semantic, and pragmatic difficulties in the absence of phonological disorders, hence the choice of the term complex SLI to describe the extent of these childrens problems.
Discussion
Main Findings of the Study
The present investigation found considerable stability from Time 1 to Time 2 in the patterns of difficulties (as evidenced by test scores) delineated by the ContiRamsden, Crutchley, and Botting classification system
(1997). In contrast, subgroup membership stability was
poorer with 45% of the children moving across subgroups
from Time 1 to Time 2. Examination of the movement of
children across subgroups revealed that the moves represented substantial and real clinical changes in profile
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Table 6. Band percentile means and 95% CI for Time1 and Time 2.
Test for Reception
of Grammar
BAS Number
Skills
BAS Naming
Vocabulary
BAS Word
Reading
Goldman Fristoe
Test of Articulation
Renfrew
Bus Story
E-SLI
32.6
25.7 to 39.5
18.9
13.8 to 24.1
51.1
45.1 to 57.1
13.7
9.7 to 17.8
18.1
13.5 to 22.6
27.3
20.9 to 33.6
ER-SLI
9.4
7.2 to 11.5
8.6
6.2 to 19.9
11.7
9.6 to 13.8
11.2
8.3 to 14.2
19.0
15.7 to 22.3
8.7
6.9 to 10.5
Complex-SLI
20.6
16.7 to 24.5
11.6
9.3 to 13.9
38.8
33.1 to 44.5
31.5
25.2 to 37.8
78.7
74.2 to 83.22
16.6
13.5 to 19.6
E-SLI
35.2
29.3 to 41.0
18.9
13.7 to 24.2
55.1
48.4 to 61.8
2.3
9.4 to 15.2
32.6
25.7 to 39.5
30.1
23.2 to 37.2
ER-SLI
11.7
8.6 to 14.9
7.3
5.0 to 9.6
20.2
16.6 to 23.8
7.7
5.5 to 9.8
16.0
12.9 to 19.0
8.3
6.4 to 10.3
Complex-SLI
18.6
13.7 to 23.5
7.7
4.9 to 10.6
41.1
34.1 to 48.1
33.9
24.9 to 42.9
75.2
68.0 to 23.5
15.9
11.5 to 20.4
Bands
Time 1
Time 2
Time 2
Expressive
Expressive/
Receptive
Complex
Expressive
25
13
Expressive/
Receptive
12
51
11
31
Complex
Journal of Speech, Language, and Hearing Research Vol. 42 11951204 October 1999
Concluding Remarks
The results of the present investigation lend further weight to the argument that children with SLI fall
into distinct subgroups. The present investigation also
adds an important caveat to the argument. Although
profiles of language strengths and weaknesses in the
form of distinct subgroups appear to be stable over time,
individual childrens language strengths and weaknesses
change with time. Consequently, a large proportion of
children move to different subgroups resulting in poor
Conti-Ramsden & Botting: Classification of Children With SLI
1203
membership stability from one year to the next (for children aged 7 and 8 years). Thus, it appears that SLI is a
dynamic condition that changes with developmental
time and very likely with the influence of other important factors such as intervention. At present, we are in
the process of seeing these children again at the age of
11 years. With this longer time scale, it may be possible
for future research to begin to provide some information on patterns of change and development of different
subgroups of children with SLI.
Acknowledgments
The authors gratefully acknowledge the support of the
Nuffield Foundation for Grant AT251 [OD], Educational
Transitions of Language-Impaired Children. We would also
like to thank Alison Crutchley for help with data collection,
Dr. Brian Faragher for statistical advice, and the schools and
language units who gave their time and facilities for our
assessments.
References
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Journal of Speech, Language, and Hearing Research Vol. 42 11951204 October 1999