Purpose: To examine the longitudinal association between communication impairment (primary or secondary diagnosis) and children’s Activities and Participation (International Classification of Functioning, Disability and Health – Children and Youth, ICF-CY; WHO, 2007).
Method: Participants were 4,329 children in the Longitudinal Study of Australian Children (LSAC): 1,041 (24.0%) were identified with communication impairment at 4-5 years and 3,288 (76.0%) were not identified. At age 7-9 years, Activities and Participation outcomes across five ICF-CY domains were provided by teachers (Academic Rating Scales, Approaches to Learning, Strengths and Difficulties Questionnaire (SDQ), Student-Teacher Relationship Scale), parents (School-Age Inventory of Temperament, SDQ), children (Marsh Self-Description Questionnaire, School Liking, Bullying), and child assessment (Peabody Picture Vocabulary Test–III).
Results: Children identified with communication impairment at 4-5 years performed significantly less well at 7-9 years on all outcomes. Parents and teachers reported slower progression in reading, writing, and overall school achievement than peers. Children reported more bullying, poorer peer relationships, and less enjoyment of school than peers. ANCOVA tests confirmed the significant associations between communication impairment and outcomes, over and above the effects of sex, age, Indigenous status, and socioeconomic status.
Conclusion: Considering the breadth and longevity of Activities and Participation outcomes reveals the potential extent and severity of communication impairment, and directs future research and practice.