Executive Functioning in Children with Specific Language Impairment

Autor/inn/en	Henry, Lucy A.; Messer, David J.; Nash, Gilly
Titel	Executive Functioning in Children with Specific Language Impairment
Quelle	In: Journal of Child Psychology and Psychiatry, 53 (2012) 1, S.37-45 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2011.02430.x
Schlagwörter	Language Impairments; Intelligence Quotient; Short Term Memory; Verbal Ability; Executive Function; Children; Thinking Skills; Regression (Statistics) + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Intelligenzquotient; Kurzzeitgedächtnis; Mündliche Leistung; Child; Kind; Kinder; Denkfähigkeit; Regression; Regressionsanalyse
Abstract	Background: A limited range of evidence suggests that children with specific language impairment (SLI) have difficulties with higher order thinking and reasoning skills (executive functioning, EF). This study involved a comprehensive investigation of EF in this population taking into account the contributions of age, nonverbal IQ and verbal ability. Methods: Ten separate measures of EF were assessed in 160 children: 41 had SLI; 31 had low language/cognitive functioning but did not fulfil the criteria for SLI (low language functioning or LLF); and 88 were typically developing with no language difficulties. Group differences in performance were assessed after controlling for age, nonverbal IQ and verbal ability in a series of regression analyses. Results: Children with SLI and LLF had significantly lower performance than typical children on 6 of the 10 EF tasks once age and nonverbal IQ had been controlled (verbal and nonverbal executive-loaded working memory, verbal and nonverbal fluency, nonverbal inhibition and nonverbal planning). Performance on these EF tasks remained lower for those in the SLI group even when verbal IQ was entered in the regressions. Conclusions: Children with language impairments showed marked difficulties on a range of EF tasks. These difficulties were present even when adjustments were made for their verbal abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10