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Studies show that children who have poor language skills at school entry are at an increased risk of a whole host of negative outcomes in terms of educational attainment, life satisfaction and mental health. However, such outcomes are not inevitable. Our research combines genetic and behavioural modelling in large population samples to try and understand mechanisms of resilience in children with developmental language disorders. In this session, I will introduce some of the genetic modelling methods that we use and discuss how these can be incorporated into behavioural models to answer questions about developmental trajectories.
Dianne is a genomic scientist at the Centre for Human Genetics and a visiting Professor at Oxford Brookes University. Her research is funded by the ESRC, Sir Halley Stewart Trust and Nuffield Foundation.
