Specific Language Impairment and Executive Functioning: Parent and Teacher Ratings of Behavior

Wittke, Kacie; Spaulding, Tammie J.; Schechtman, Calli J.

doi:10.1044/1058-0360(2012/11-0052)

Cited by 47 publications

(45 citation statements)

References 42 publications

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“…Mirman & Britt [22] note that post-stroke performance on certain EF tests correlates with impairments on lexical-semantic tasks such as picture naming, word-to-picture matching and picture-picture matching (see also [59]). In a similar vein, EF deficits have been reported in children with specific language impairment [60,61].…”

Section: (E) Executive Functions: Attention and Inhibitionmentioning

confidence: 73%

When words fail us: insights into language processing from developmental and acquired disorders

Bishop

Nation

Patterson

2014

Phil. Trans. R. Soc. B

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Acquired disorders of language represent loss of previously acquired skills, usually with relatively specific impairments. In children with developmental disorders of language, we may also see selective impairment in some skills; but in this case, the acquisition of language or literacy is affected from the outset. Because systems for processing spoken and written language change as they develop, we should beware of drawing too close a parallel between developmental and acquired disorders. Nevertheless, comparisons between the two may yield new insights. A key feature of connectionist models simulating acquired disorders is the interaction of components of language processing with each other and with other cognitive domains. This kind of model might help make sense of patterns of comorbidity in developmental disorders. Meanwhile, the study of developmental disorders emphasizes learning and change in underlying representations, allowing us to study how heterogeneity in cognitive profile may relate not just to neurobiology but also to experience. Children with persistent language difficulties pose challenges both to our efforts at intervention and to theories of learning of written and spoken language. Future attention to learning in individuals with developmental and acquired disorders could be of both theoretical and applied value.

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Section: (E) Executive Functions: Attention and Inhibitionmentioning

confidence: 73%

When words fail us: insights into language processing from developmental and acquired disorders

Bishop

Nation

Patterson

2014

Phil. Trans. R. Soc. B

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“…Results of the only experimental study we know of showed that preschoolers with PLI have difficulty inhibiting prepotent responses and irrelevant distractions (Spaulding, 2010). A questionnaire study that used the Behavior Rating Inventory of Executive function-Preschool Version showed that children with PLI were rated as exhibiting significantly poorer executive functions relative to their peers with TD (Wittke et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Carlson, Mandell, and Williams (2004) found a significant correlation between performance on behavioral batteries of executive function and parent reports of language skills in 2-and 3-year-olds. Moreover, Wittke et al (2013) also identified a significant correlation between scores on the (Gioia, Espy, & Isquith, 2003), parent and teacher ratings, and language abilities as assessed by the Clinical Evaluation of Language Fundamentals Preschool-Second Edition (CELF P-2; Wiig, Secord, & Semel, 2004) in preschoolers with TD and with PLI.…”

Section: The Impact Of Language On Executive Function In Preschoolmentioning

confidence: 99%

“…Even though their main deficits are in the area of language development and acquisition, research also suggests that school-age children with PLI demonstrate difficulties in other cognitive processes (Ellis Weismer, Evans, & Hesketh, 1999;Ellis Weismer, Plante, Jones, & Tomblin, 2005;Hoffman & Gillam, 2004;Marton, 2008;Spaulding, Plante, & Vance, 2008;Windsor & Kohnert, 2009), including aspects of executive function (Bishop & Norbury, 2005;Dibbets, Bakker, & Jolles, 2006;Henry, Messer, & Nash, 2012;Im-Bolter, Johnson, Pascual-Leone, 2006;Marton, Kelmenson, & Pinkhasova, 2007;Marton, 2008;Noterdaeme, Amorosa, Mildenberger, Sitter, & Minow, 2001;Spaulding, 2010;Wittke, Spaulding, & Schechtman, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Executive Function in Preschoolers with Primary Language Impairment

Yang

Gray

2017

J Speech Lang Hear Res

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Research suggests that some children with primary language impairment (PLI) have difficulty with certain aspects of executive function; however, most studies examining executive function have been conducted using tasks that require children to use language to complete the task. As a result, it is unclear whether poor performance on executive function tasks was due to language impairment, to executive function deficits, or both. The purpose of this study is to evaluate whether preschoolers with PLI have deficits in executive function by comprehensively examining inhibition, updating, and mental set shifting using tasks that do and do not required language to complete the tasks.Twenty-two four and five-year-old preschoolers with PLI and 30 age-matched preschoolers with typical development (TD) completed two sets of computerized executive function tasks that measured inhibition, updating, and mental set shifting. The first set of tasks were language based and the second were visually-based. This permitted us to test the hypothesis that poor performance on executive function tasks results from poor executive function rather than language impairment. A series of one-way analyses of covariance (ANCOVAs) were completed to test whether there was a significant between-group difference on each task after controlling for attention scale scores. In each analysis the between-group factor was group and the covariate was attention scale scores.Results showed that preschoolers with PLI showed difficulties on a broad range of linguistic and visual executive function tasks even with scores on an attention measure covaried. Executive function deficits were found for linguistic inhibition, linguistic and visual updating, and linguistic and visual mental set shifting. Overall, findings add to evidence showing that the executive functioning deficits of children with PLI is not ii limited to the language domain, but is more general in nature. Implications for early assessment and intervention will be discussed.iii DEDICATION This dissertation is dedicated to my sweet and loving Father and Mother iv ACKNOWLEDGMENTS

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“…And, this estimate correlates with the level of speech abilities of the child (Wittke et al, 2013). Yang and Gray find that 4-5-year-old children with primary speech impairment show deficits in EF (working memory and cognitive flexibility) compared with their peers with typical development, but they have no impulsivity control impairment (Yang & Gray, 2017).…”

Section: Problem Statementmentioning

confidence: 99%

Development Of Mind And Behavioural Control In Preschoolers With Different Mental Age

Vilenskaya¹

2018

The European Proceedings of Social and Behavioural Sciences

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The article considers the mutual relations of theory of mind (ToM), behavioural control and verbal mental age. It describes the development of ToM and behavioural control in preschool children.Behavioural control is assessed by the Day-Night task, the Test of Child Anxiety by Tamml, Dorky and Aman and a series of neuropsychological tasks. ToM is assessed by the following tasks: visual perspective understanding tasks, the task for the understanding of desires, the task for the understanding of "seeing leads to knowing", the first-order false belief task and the understanding of false belief in stories task.Verbal mental age is assessed by the subtest "Vocabulary" of the Wechsler Preschool and Primary Scale of Intelligence-III. One hundred and seventeen children at the age of three, four and five years old (36-72 months old, 48 males) have participated in the study. The results of typically developing children and children with low verbal mental age are compared. The children with low and normal mental age at the age of three differ in behavioural control, and at the age of three and four they differ in ToM. The role of verbal mental age in the development of theory of mind and behavioural control at the age of 3-4 years old is more significant than at the age of 5. At that age, these abilities do not correlate with the verbal mental age.

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Specific Language Impairment and Executive Functioning: Parent and Teacher Ratings of Behavior

Cited by 47 publications

References 42 publications

When words fail us: insights into language processing from developmental and acquired disorders

When words fail us: insights into language processing from developmental and acquired disorders

Executive Function in Preschoolers with Primary Language Impairment

Development Of Mind And Behavioural Control In Preschoolers With Different Mental Age

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