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This study investigates whether the level of language ability and presence of autistic symptomatology in adolescents with a history of SLI is associated with differences in the pattern of difficulties across a number of areas of later functioning. Fifty-two adolescents with a history of SLI participated. At age 14, 26 participants had a history of SLI but no autistic symptomatology and 26 had a history of SLI and autistic symptomatology. At age 16, outcomes were assessed in the areas of friendships, independence, academic achievement, emotional health and early work experience for both subgroups and for 85 typically developing peers. Autistic symptomatology was a strong predictor of outcomes in friendships, independence and early work experience whilst language was a strong predictor of academic achievement. No significant associations were found for later emotional health.

Purpose: This study aimed to compare cell phone use (both oral and text-based) by adolescents with and without specific language impairment (SLI) and examine the extent to which language and social factors affect frequency of use. Method: Both interview and diary methods were used to compare oral and text-based communication using cell phones by 17-year-olds: 52 adolescents with SLI and 52 typically developing (TD) peers. Results: Overall, adolescents with SLI are motivated users of mobile technology, and they engage with both oral uses (phoning) and text-based uses (text messaging). However, adolescents with SLI do not exchange text messages as often as their TD peers. Social rather than language factors are associated with frequency of cell phone use in adolescence. Conclusions: These findings indicate that social difficulties restrict text-based uses of cell phones by adolescents with SLI, which can in turn reduce the opportunities that these adolescents have to develop social networks and make arrangements to engage in peer social interaction.

Background: This investigation is the second paper of a companion set reporting the outcomes of secondary schooling for young people who have been participating in the Manchester Language Study. Aims: To examine the school context of educational results at 16 years of age and to provide information on the adolescents' post-16 activities. Methods & Procedures: A total of 120 adolescents with a history of specific language impairment (SLI) and 121 adolescents with typical development (TD) in their final year of compulsory secondary schooling (mean age = 17;4 years) participated in the study. Data on educational placement, special education support and provision of statement of special educational needs (SEN) were collected, along with the provision of access arrangements during examinations. Adolescents were interviewed about their levels of expectation and satisfaction with their examination results and their subsequent post-16 activities. Outcomes & Results: Only a small proportion of adolescents attended special units/schools throughout their secondary schooling; a larger proportion consistently attended mainstream schools. Those in receipt of a statement of SEN performed more poorly in their examinations than those without a statement. Around 60% of the adolescents with SLI were provided with some type of access arrangements during their core examinations. The majority (88%) of adolescents with SLI reported that they were satisfied with their educational outcomes. Most adolescents with SLI (91%), regardless of school placement at 16 years, remained in education post-16, with the majority in college settings. Conclusions: Adolescents with a history of SLI have continued difficulties throughout secondary schooling, with three-quarters of the sample receiving some form of special education in a variety of settings. Educational attainment varied across different groups of adolescents but was consistently poorer than the attainment of typically developing peers. Young people with SLI in the 2000s appear to have more opportunities to remain in education post-16 than they did in the 1990s. [For Part I, see EJ825392.] (Contains 2 figures and 8 tables.)

Background: This investigation reports the results of national educational examinations in secondary schooling for young people who have been participating in the Manchester Language Study. Aims: The emphasis of the study is on furthering understanding of educational outcomes at the end of compulsory education. Methods & Procedures: A total of 120 adolescents with a history of specific language impairment (SLI) and 121 adolescents with typical development (TD) who were in their final year of compulsory secondary schooling (mean age = 17;4 years) participated. National educational examination results throughout secondary schooling were collected along with a range of psycholinguistic skills from 11 to 16/17 years. Outcomes & Results: Forty-four per cent of young people with SLI obtained at least one of the expected qualifications at the end of secondary education, indicating some improvements compared with reports on earlier cohorts. Regression analyses revealed that literacy and language skills were predictive of educational attainment after controlling for IQ and maternal education. Nearly one-quarter of the sample of adolescents with SLI was not entered for any examinations at the end of compulsory education. A very strong association between earlier patterns of entry for examinations and patterns of examination entry at school leaving age was found. Conclusions: In addition to performance IQ, concurrent and early literacy and language skills have significant effects on the academic attainments of young people with a history of SLI. The transition from primary to secondary schooling is a crucial time for assessment and evaluation of individual children's needs and levels of support required. (Contains 9 tables.)

The opinions of adolescents about their earlier specialist educational provision in the UK, i.e. language units, have received little attention in the literature. This study examines the views of young people and their parents on language units and also evaluates opinions concerning the young people's language difficulties. One hundred and thirty-nine adolescents with specific language impairment (SLI) aged approximately 16 years, who had all attended a language unit at 7 years of age, were interviewed along with their parents and teachers. A broadly positive experience of language unit attendance was reported by young people and their parents. However, a fifth of adolescents and nearly a third of parents thought there had been too little educational support during schooling. In addition, a fifth of the adolescents felt there were lots of ways in which they could not do things currently due to language difficulties. It was also found that nearly a third of the young people had tried to hide their language difficulties in the past year. Within the context of an overall positive picture of results, young people with SLI may require support during adolescence with regard to their continued language difficulties, their confidence and self-esteem. (Contains 5 tables.)

Background: Traditionally, autism and specific language impairment (SLI) have been regarded as distinct disorders but, more recently, evidence has been put forward for a closer link between them: a common set of language problems, in particular receptive language difficulties and the existence of intermediate cases including pragmatic language impairment. The present study aimed to examine the prevalence of autism spectrum disorders in a large sample of adolescents with a history of SLI. Method: The presence of autism spectrum disorders was examined in seventy-six 14-year-olds with a confirmed history of SLI. A variety of instruments were employed, including the Autism Diagnostic Interview-Revised (ADI-R), the Autism Diagnostic Observation Schedule (ADOS) and the Family History Interview (FHI). Results: The prevalence of autism spectrum disorders in young people with SLI was found to be 3.9%, about 10 times what would be expected from the general population. In addition, a much larger number of young people with a history of SLI showed only some autism spectrum symptoms or showed them in a mild form. Conclusions: Young people with SLI have an increased risk of autism. The magnitude of this risk is considerable. In addition, a larger proportion (a quarter of individuals) present with a number of behaviours consistent with autism spectrum disorders.

Reviews data collected by the Oxford Monitoring System for Attempted Suicide in teenagers between 1985-1995 to determine trends in acts of deliberate self-harm. Notes substantial increase in number of episodes of deliberate self-harm for both males and females. Discusses implications for hospital and counseling professionals and well as availability of paracetamol, a poisoning agent used in almost two-thirds of overdoses. (Author/JDM)