Background:
Research shows that individuals with language disorders are more likely to experience lower academic achievement, as well as social and emotional difficulties. Speech and language services are often recommended to support communication development and reduce these risks. However, clinical studies typically focus on specific linguistic skills, leaving the long-term effects of these interventions less understood.
Objectives:
This study had two aims: (1) to examine whether the long-term outcomes associated with low language skills found in previous studies replicate in Australia; and (2) to investigate whether young people with language disorders who received speech and language services show different long-term outcomes compared to those who did not. Differences in service coverage across Australian states and territories offer a unique setting to explore these questions.
Methods:
Using data from the Longitudinal Study of Australian Children (LSAC), participants were classified as having either low language (n = 374) or average language (n = 4759) based on PPVT-III scores at 6 years, with participants with intellectual disability excluded. Participants who accessed speech pathology services (n = 673) were matched with peers using an optimal match strategy based on SES, language background, language ability, nonverbal IQ, and general development.
Results:
Children with language disorder underperformed on academic measures (NAPLAN, ATAR, OP), but there were no significant differences in social, emotional, or behavioural outcomes. Accessing speech and language services did not improve academic outcomes; and, children who received services performed worse on NAPLAN compared to matched peers (t(1090) = 2.38, p = 0.02).
Conclusions:
Children with language disorder faced poorer academic outcomes, and accessing speech and language services during school years was not associated with improved results. This highlights the need for more effective interventions that focus on functional outcomes. Attention to intervention mechanisms and the science of language may help improve outcomes.

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