Exekutive Funktionen und psychopathologische Symptome bei Kindern mit Spezifischer Sprachentwicklungsstörung

Schöfl, Martin; Schönbauer, Regina; Holzinger, Daniel

doi:10.1026/0942-5403/a000200

Cited by 5 publications

(2 citation statements)

References 27 publications

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“…The results of our study illustrate the importance of examining EF at the preschool level since minor deficits in the area of EF are often covered behind the main symptoms of other developmental disorders, in particular specific language development disorders (SSED) [ 83 ] and developmental disorders with ADHD symptoms [ 84 ]. There is a need to implement screening for EF as early as possible in development, starting at kindergarten age, before the phase of accelerated central nervous system development.…”

Section: Discussionmentioning

confidence: 91%

Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P

Fiedler

Krüger²,

Daseking

2022

Children

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Various studies have addressed the relationship between intelligence and executive functions (EF). There is widespread agreement that EF in preschool children is a unitary construct in which the subordinate factors of Updating, Inhibition, and Shifting are still undifferentiated and correlate moderately with a general factor of intelligence (g). The aim of this study is to investigate the common structural relationship between these two constructs using confirmatory factor analysis. Furthermore, we intend to close the gap of more daily life-associated executive functions and replicate findings in preschool-aged children. Data from a sample of N = 124 average developed children without severe impairments (aged 4 years 0 months–6 years 11 months) were analyzed using the data pool of the standardization and validation studies on the German Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition. Additionally, Executive functions were assessed using a standardized parent-completed questionnaire (BRIEF-P) on their children’s everyday behavior. A second-order factor solution revealed that a model with a loading of the common factor of general intelligence (g-factor) onto the EF factor fits the data best. To specify possible method effects due to different sources of measurements, a latent method factor was generated. The results indicate a heterogeneous method effect and a decreasing factor loading from g on to EF while controlling for the method factor.

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Section: Discussionmentioning

confidence: 91%

Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P

Fiedler

Krüger²,

Daseking

2022

Children

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“…• impairments in auditory perception and processing [29][30][31][32][33] • deficits in executive functions (i.e., cognitive functions that control behavior and experience, usually including working memory, response inhibition, and cognitive flexibility as subcomponents) [34][35][36][37][38] • deficits in phonological working memory [39][40][41][42] • mild abnormalities in gross, fine, or speech motor skills [43,44] or motor development disorders, orofacial disorders…”

Section: Developmental Language Disorders Occurring Without a Potenti...mentioning

confidence: 99%

Definition and terminology of developmental language disorders—Interdisciplinary consensus across German-speaking countries

Lüke,

Kauschke,

Dohmen

et al. 2023

PLoS ONE

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In recent years, there have been intense international discussions about the definition and terminology of language disorders in childhood, such as those sparked by the publications of the CATALISE consortium. To address this ongoing debate, a Delphi study was conducted in German-speaking countries. This study consisted of three survey waves and involved over 400 experts from relevant disciplines. As a result, a far-reaching consensus was achieved on essential definition criteria and terminology, presented in 23 statements. The German term ‘Sprachentwicklungsstörung’ was endorsed to refer to children with significant deviations from typical language development that can negatively impact social interactions, educational progress, and/or social participation and do not occur together with a potentially contributing impairment. A significant deviation from typical language development was defined as a child’s scores in standardized test procedures being ≥ 1.5 SD below the mean for children of the same age. The results of this Delphi study provide a proposal for a uniform use of terminology for language disorders in childhood in German-speaking countries.

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Wo geht die Reise hin?

Schöfl

Schönbauer

Weber

et al. 2017

Lernen und Lernstörungen

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Zusammenfassung. Die vorliegende Studie geht zwei Fragen nach: (1) Wie gestalten sich Verläufe der häufig vorkommenden Störungen der Aufmerksamkeit/Hyperaktivität-Impulsivität und der Sprachentwicklung vom Grundschulalter hin zum Sekundarschulalter? (2) Welche Variablen können diese Verläufe am besten vorhersagen? Zur Beantwortung der Fragen wurden Kinder, die im Alter von 6 bis 10 Jahren die Diagnose einer Sprachschwäche und/oder ADHS erhalten hatten, 5 Jahre später wieder einer umfangreichen und multiprofessionellen Untersuchungsreihe zugeführt. Basis der Analysen stellten Tests (Intelligenz, Sprache), Fragebogenverfahren (BRIEF, CBCL), Beobachtung und explorative Daten dar. Ausgehend von einer Stichprobe von 81 Kindern konnten 67% (n = 55) wieder untersucht werden. Für Sprachschwächen zeigte sich ein tendenziell positiveres Entwicklungsbild (bei 43% der Kinder wurde die Diagnose nicht erneut gestellt) als bei ADHS (stabile Diagnose bei 78%). Für beide Störungsbilder konnten auch Kinder beschrieben werden, deren Symptomatik erstmals im Sekundarschulalter auffällig wurde. Die Anzahl war wiederum für ADHS höher (23%), bei Sprachschwächen betraf diese Verschlechterung nur ein einziges Kind. Als potentielle Prädiktoren erwiesen sich neben der bereits gestellten Diagnose im Grundschulalter weiters das Vorliegen von internalisierenden Symptomen (ADHS) sowie das Geschlecht, die nonverbale Intelligenz und die Inanspruchnahme von logopädischer Therapie zwischen den Testzeitpunkten (Sprachschwäche).

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Exekutive Funktionen und psychopathologische Symptome bei Kindern mit Spezifischer Sprachentwicklungsstörung

Cited by 5 publications

References 27 publications

Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P

Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P

Definition and terminology of developmental language disorders—Interdisciplinary consensus across German-speaking countries

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