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Bombonato C, Del Lucchese B, Ruffini C, Di Lieto MC, Brovedani P, Sgandurra G, Cioni G, Pecini C. Far Transfer Effects of Trainings on Executive Functions in Neurodevelopmental Disorders: A Systematic Review and Metanalysis. Neuropsychol Rev 2024; 34:98-133. [PMID: 36633797 PMCID: PMC10920464 DOI: 10.1007/s11065-022-09574-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 12/01/2022] [Indexed: 01/13/2023]
Abstract
Executive Functions are a set of interrelated, top-down processes essential for adaptive goal-directed behaviour, frequently impaired across different neurodevelopmental disorders with variable degrees of severity. Many executive-function-training studies in children with neurodevelopmental disorders have focused on near effects, investigating post-treatment improvements on directly trained processes, while enhancements of skills not directly trained, defined as far effects, are less considered, albeit these could be extremely relevant for reducing the negative impact of a disorder's core symptomatology. This systematic review and metanalysis aims to investigate the far effect outcomes after EF training in children with different types of neurodevelopmental disorders. 17 studies met the inclusion criteria for the systematic review, while 15 studies were selected in the metanalysis. An overall statistically significant effect size was found in the majority of far effect outcome measures considered in the studies. In particular, trainings on executive functions determine significant far effects on daily life functioning (0.46, 95% CI: [0.05-0.87]) and clinical symptoms (0.33, 95% CI: [0.15-0.51]). Despite a high variability of the results, intensity, frequency and the laboratory/life contexts dimension seem to be the most influential variables in determining far effects. This systematic review and metanalysis highlights the need to measure far effects of executive function training in neurodevelopmental disorders, selecting treatments not only on directly targeted processes, but also according to far impacts on the functional weakness of the disorder.
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Affiliation(s)
- Clara Bombonato
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
- Tuscan Programme of Neuroscience, University of Florence, Pisa and Siena, Italy
| | - Benedetta Del Lucchese
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
- Tuscan Programme of Neuroscience, University of Florence, Pisa and Siena, Italy
| | - Costanza Ruffini
- Department of Education, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Languages, Florence, Italy
| | - Maria Chiara Di Lieto
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
| | - Paola Brovedani
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
| | - Giuseppina Sgandurra
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy.
- Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy.
| | - Giovanni Cioni
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
| | - Chiara Pecini
- Department of Education, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Languages, Florence, Italy
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Kollndorfer K, Novak A, Nenning KH, Fischmeister FPS, Seidl R, Langs G, Kasprian G, Prayer D, Bartha-Doering L. Cortical thickness in the right medial frontal gyrus predicts planning performance in healthy children and adolescents. Front Psychol 2023; 14:1196707. [PMID: 37794918 PMCID: PMC10546024 DOI: 10.3389/fpsyg.2023.1196707] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Accepted: 09/08/2023] [Indexed: 10/06/2023] Open
Abstract
The ability to plan is an important part of the set of the cognitive skills called "executive functions." To be able to plan actions in advance is of great importance in everyday life and constitutes one of the major key features for academic as well as economic success. The present study aimed to investigate the neuroanatomical correlates of planning in normally developing children, as measured by the cortical thickness of the prefrontal cortex. Eighteen healthy children and adolescents underwent structural MRI examinations and the Tower of London (ToL) task. A multiple regression analysis revealed that the cortical thickness of the right caudal middle frontal gyrus (cMFG) was a significant predictor of planning performance. Neither the cortical thickness of any other prefrontal area nor gender were significantly associated with performance in the ToL task. The results of the present exploratory study suggest that the cortical thickness of the right, but not the left cMFG, is positively correlated with performance in the ToL task. We, therefore, conclude that increased cortical thickness may be more beneficial for higher-order processes, such as information integration, than for lower-order processes, such as the analysis of external information.
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Affiliation(s)
- Kathrin Kollndorfer
- Department of Biomedical Imaging and Image-guided Therapy, Medical University of Vienna, Developmental and Interventional Imaging (DIN) Lab, Vienna, Austria
- Department of Pediatrics and Adolescent Medicine, Medical University Vienna, Vienna, Austria
| | - Astrid Novak
- Department of Pediatrics and Adolescent Medicine, Medical University Vienna, Vienna, Austria
| | - Karl-Heinz Nenning
- Department of Biomedical Imaging and Image-guided Therapy, Medical University of Vienna, Computational Imaging Research Lab (CIR), Vienna, Austria
- Center for Biomedical Imaging and Neuromodulation, Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, United States
| | - Florian Ph S. Fischmeister
- Department of Biomedical Imaging and Image-guided Therapy, Medical University of Vienna, Developmental and Interventional Imaging (DIN) Lab, Vienna, Austria
- Institute of Psychology, University of Graz, Graz, Austria
- BioTechMed-Graz, Graz, Austria
| | - Rainer Seidl
- Department of Pediatrics and Adolescent Medicine, Medical University Vienna, Vienna, Austria
| | - Georg Langs
- Department of Biomedical Imaging and Image-guided Therapy, Medical University of Vienna, Computational Imaging Research Lab (CIR), Vienna, Austria
| | - Gregor Kasprian
- Department of Biomedical Imaging and Image-guided Therapy, Medical University of Vienna, Vienna, Austria
| | - Daniela Prayer
- Department of Biomedical Imaging and Image-guided Therapy, Medical University of Vienna, Vienna, Austria
| | - Lisa Bartha-Doering
- Department of Pediatrics and Adolescent Medicine, Medical University Vienna, Vienna, Austria
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3
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Flores Camas RA, Leon-Rojas JE. Specific Language Impairment and Executive Functions in School-Age Children: A Systematic Review. Cureus 2023; 15:e43163. [PMID: 37692582 PMCID: PMC10484522 DOI: 10.7759/cureus.43163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/08/2023] [Indexed: 09/12/2023] Open
Abstract
This systematic review examines the relationship between specific language impairment (SLI) and executive functions (EFs) in school-age children. The study investigates the impact of SLI on EF in comparison to children who develop normally. A total of 2,658 articles from three databases (PubMed, Scopus, and Virtual Health Library) were assessed for inclusion. Ultimately, 22 articles were selected for analysis, which contained information on both SLI and EF. The findings indicate that children diagnosed with SLI exhibit deficits, low performance, and, in some cases, significant deterioration in the development of EF when compared to typically developing children in 62%-91% of cases as early as three to four years of age; the most commonly found alterations were in working memory (including phonological, auditory, and visual/verbal memory), followed by deficits in attention, processing speed, inhibition, planning, cognitive flexibility, and internalized speech. We also discuss the close relationship and importance between language and EF in SLI children.
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Affiliation(s)
| | - Jose E Leon-Rojas
- Department of Medicine, Universidad de las Américas, Quito, ECU
- Health Sciences Research Department, Medignosis, Quito, ECU
- Medical Research Department, NeurALL Research Group, Quito, ECU
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Berghs M, Prick AEJC, Vissers C, van Hooren S. Drama Therapy for Children and Adolescents with Psychosocial Problems: A Systemic Review on Effects, Means, Therapeutic Attitude, and Supposed Mechanisms of Change. CHILDREN (BASEL, SWITZERLAND) 2022; 9:1358. [PMID: 36138667 PMCID: PMC9497558 DOI: 10.3390/children9091358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/10/2022] [Revised: 08/30/2022] [Accepted: 09/01/2022] [Indexed: 11/16/2022]
Abstract
Drama therapy is applied to children and adolescents with psychosocial problems. Drama therapy is an experimental form of treatment which methodologically uses drama and theatre processes to achieve psychological growth. Although in clinical practice, drama therapy has been applied successfully, little is known about how and why drama therapy contributes to a decrease in psychosocial problems. A systematic narrative review was performed to obtain more insight into this issue. Eight databases were systematically searched. Ten out of 3742 studies were included, of which there were four random controlled trails, three non-controlled trials, and three pre-and post-test design studies. We identified the results, drama therapeutic means, attitude, and mechanism of change. Positive effects were found on overall psychosocial problems, internalizing and externalizing problems, social functioning, coping and regulation processes, social identity, and cognitive development. An adaptive approach was mentioned as the therapeutic attitude. The means established contribute to a dramatic reality, which triggers the mechanisms of change. These are processes that arise during treatment and which facilitate therapeutic change. We found ten supposed mechanisms of change to be frequently used in all studies. No direct relations were found between the results, drama therapeutic attitude, means, and mechanisms of change.
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Affiliation(s)
- Marij Berghs
- Royal Dutch Kentalis, 5271 GD Sint-Michielsgestel, The Netherlands
- KenVak, School of Arts Therapies, Zuyd University of Applied Science, 6419 DJ Heerlen, The Netherlands
- Department of Clinical Psychology, Faculty of Psychology, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands
| | - Anna-Eva J. C. Prick
- KenVak, School of Arts Therapies, Zuyd University of Applied Science, 6419 DJ Heerlen, The Netherlands
- Department of Clinical Psychology, Faculty of Psychology, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands
| | - Constance Vissers
- KenVak, School of Arts Therapies, Zuyd University of Applied Science, 6419 DJ Heerlen, The Netherlands
- Behavioural Science Institute, Radboud University, 6525 XZ Nijmegen, The Netherlands
| | - Susan van Hooren
- Department of Clinical Psychology, Faculty of Psychology, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands
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Labra M, Martínez L, Sazo J, González C. Componentes generales de la intervención fonoaudiológica en Trastorno Específico del Lenguaje: una revisión panorámica. REVISTA MÉDICA CLÍNICA LAS CONDES 2022. [DOI: 10.1016/j.rmclc.2022.09.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
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Function of language skills in preschooler's problem-solving performance: The role of self-directed speech. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101431] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Kalliontzi E, Ralli AM, Palikara O, Roussos P. Examining the relationship between oral language skills and executive functions: Evidence from Greek-speaking 4-5-year-old children with and without Developmental Language Disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 124:104215. [PMID: 35298958 DOI: 10.1016/j.ridd.2022.104215] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2020] [Revised: 12/16/2021] [Accepted: 03/06/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Children with Developmental Language Disorder (DLD) have been found to demonstrate low performance in Executive Functions (EFs). However, the evidence-based data is so far scarce, especially for 4-5-year-old children. Most of the existing research involves English-speaking populations, while very few studies have been carried out with non-English-speaking populations. Nevertheless, it is documented that possible differences in the language-cognition relations may exist due to the specific characteristics of each language, and studies across different languages could contribute to the above. AIMS The present study aimed to systematically investigate the profile of oral language and EF skills (verbal and nonverbal) and the way these skills are related with each other in 4-5-year-old Greek-speaking children with and without DLD. METHODS AND PROCEDURES Fifty-three 4-5-year-old children (age range: 51- 57 months) with DLD, and 62 Typically Developing (TD) peers (age range: 51- 57 months) were assessed on a standardized psychometric battery for oral language skills (phonological and morphological awareness, oral language comprehension, vocabulary knowledge, narrative speech and pragmatics) and on a series of verbal (v) and nonverbal (nv) tasks tapping EFs skills (updating-accuracy, inhibition -accuracy and reaction time-, and cognitive flexibility). OUTCOMES AND RESULTS Children with DLD demonstrated statistically significant lower performance across all oral language measures in comparison to their TD peers. Additionally, they performed significantly lower in the updating (nv) task, as well as in cognitive flexibility (v & nv) in comparison to the TD group. Further regression analyses demonstrated that updating (nv), inhibition (nv) and cognitive flexibility (v) predicted oral language comprehension in children with DLD while updating (v & nv), inhibition-reaction time (nv) and cognitive flexibility (v & nv) predicted phonological and morphological awareness, oral language comprehension, narrative speech as well as total language score in TD children. CONCLUSIONS AND IMPLICATIONS These results provide important information about the profile of oral language and EF skills in children with DLD compared to their TD peers as well as on the relationship of these skills in both groups. The findings also suggest that improving EFs skills may be a possible way for improving oral language skills in young children with DLD. Our findings are discussed in terms of their theoretical as well as practical implications regarding the diagnostic and intervention procedures for children with DLD.
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Affiliation(s)
| | | | - Olympia Palikara
- Department for Education Studies, Faculty of Social Sciences, University of Warwick, UK
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Blom E, Berke R, Shaya N, Adi-Japha E. Cognitive flexibility in children with Developmental Language Disorder: Drawing of nonexistent objects. JOURNAL OF COMMUNICATION DISORDERS 2021; 93:106137. [PMID: 34242844 DOI: 10.1016/j.jcomdis.2021.106137] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Revised: 05/19/2021] [Accepted: 06/05/2021] [Indexed: 06/13/2023]
Abstract
Cognitive flexibility is the ability to adapt thoughts and behaviors to new environments. Previous studies investigating cognitive flexibility in children with Developmental Language Disorder (DLD) present contradictory findings. In the current study, cognitive flexibility was assessed in 5- and 6-year-old preschoolers with DLD (n = 23) and peers with typical development (TD; n = 50) using a nonexistent object drawing (NEOD) task. The children were asked to draw a nonexistent man and a nonexistent house. The children with DLD did not differ from their peers with TD on simple category changes, which were comprised of changes in the size or shape of parts of the object, change of the whole shape of the object, and deletion of parts of the object. Nevertheless, children with DLD made fewer more complex, high-level category changes, which included same-category insertions, position exchange of object's parts, and cross-category insertions. The difference between DLD and TD on high-level category changes was related to differences between the two groups in verbal short-term memory and inhibition. Furthermore, children with DLD made no changes to their original drawings of an existing man and house more often than their peers with TD. It is concluded that children with DLD aged 5-6 years show less flexibility on the NEOD task than age-matched children with TD. This difference in cognitive flexibility may be related to lower levels of verbal short-term memory and inhibition ability of children with DLD, or to different use of these cognitive skills on the NEOD task.
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Affiliation(s)
- Elma Blom
- Utrecht University, Department of Development and Education of youth in Diverse Societies (DEEDS), Heidelberglaan 1, 3584 CS Utrecht, the Netherlands; Arctic University of Norway, Hansine Hansens veg 18, 9019 Tromsø, Norway.
| | - Roni Berke
- School of Education, Bar-Ilan University, Ramat-Gan, Israel.
| | - Nehama Shaya
- School of Education, Bar-Ilan University, Ramat-Gan, Israel.
| | - Esther Adi-Japha
- School of Education, Bar-Ilan University, Ramat-Gan, Israel; Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat-Gan, Israel.
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Ralli AM, Chrysochoou E, Roussos P, Diakogiorgi K, Dimitropoulou P, Filippatou D. Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder. Brain Sci 2021; 11:brainsci11050604. [PMID: 34066872 PMCID: PMC8151609 DOI: 10.3390/brainsci11050604] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Revised: 04/26/2021] [Accepted: 04/27/2021] [Indexed: 12/02/2022] Open
Abstract
Developmental Language Disorder (DLD) is often associated with impairments in working memory (WM), executive functions (EF), and verbal fluency. Moreover, increasing evidence shows poorer performance of children with DLD on non-verbal intelligence tests relative to their typically developing (TD) peers. Yet, the degree and generality of relevant difficulties remain unclear. The present study aimed at investigating WM capacity, key EFs and verbal fluency in relation to non-verbal intelligence in Greek-speaking school-age children with DLD, compared to TD peers (8–9 years). To our knowledge, the present study is the first to attempt a systematic relevant assessment with Greek-speaking school-age children, complementing previous studies mostly involving English-speaking participants. The results showed that children with DLD scored lower than TD peers on the non-verbal intelligence measure. Groups did not differ in the inhibition measures obtained (tapping resistance to either distractor or proactive interference), but children with DLD were outperformed by TD peers in the WM capacity, updating, monitoring (mixing cost), and verbal fluency (phonological and semantic) measures. The effects showed limited (in the case of backward digit recall) or no dependence on non-verbal intelligence. Findings are discussed in terms of their theoretical and practical implications as well as in relation to future lines of research.
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Affiliation(s)
- Asimina M. Ralli
- Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece; (P.R.); (D.F.)
- Correspondence: ; Tel.: +30-210-7277945
| | - Elisavet Chrysochoou
- School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece;
| | - Petros Roussos
- Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece; (P.R.); (D.F.)
| | | | | | - Diamanto Filippatou
- Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece; (P.R.); (D.F.)
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Aljahlan Y, Spaulding TJ. Attentional shifting in children with developmental language disorder: A meta-analysis. JOURNAL OF COMMUNICATION DISORDERS 2021; 91:106105. [PMID: 34029884 DOI: 10.1016/j.jcomdis.2021.106105] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2019] [Revised: 04/25/2021] [Accepted: 04/25/2021] [Indexed: 06/12/2023]
Abstract
PURPOSE A meta-analysis investigating attentional shifting in children with developmental language disorder (DLD) was conducted. Task type, participant age, and dependent variable metric were examined as significant moderators. METHOD A systematic literature review identified 20 studies that met the following inclusionary criteria:(a) were published between 1994-2018; (b) included children with DLD aged 3;00 to 17;11 years; and (c) used behavioral performance-based measures of attentional shifting. RESULTS Children with DLD performed poorer than age-matched peers with typically developing language (TL) by 0.42 SD across attentional shifting studies. Moderator analyses showed an effect of task type, as children with DLD performed comparatively poorer on set-shifting (g = -.52) but not alternating tasks (g = -.18). Neither age nor dependent variable used to measure attentional shifting were significant moderators. DISCUSSION Children with DLD exhibit deficits in attentional shifting relative to same-age peers. Results of moderator analyses reveal that deficits were found on set-shifting but not alternating tasks and that these deficits remained consistent whether researchers measure accuracy or response time switch costs to ascertain attentional shifting ability. In addition, moderator analysis results suggest that attentional shifting deficits are consistent in preschool-age and school-age children with DLD.
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Affiliation(s)
- Yara Aljahlan
- Department of Speech, Language, and Hearing Sciences, University of Connecticut, 2 Alethia Drive, Storrs, CT, 06269.
| | - Tammie J Spaulding
- Department of Speech, Language, and Hearing Sciences, University of Connecticut, 2 Alethia Drive, Storrs, CT, 06269
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Camminga TF, Hermans D, Segers E, Vissers CTWM. Beyond the Senses: How Self-Directed Speech and Word Meaning Structure Impact Executive Functioning and Theory of Mind in Individuals With Hearing and Language Problems. Front Psychol 2021; 12:646181. [PMID: 33868119 PMCID: PMC8043959 DOI: 10.3389/fpsyg.2021.646181] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/25/2020] [Accepted: 02/23/2021] [Indexed: 11/13/2022] Open
Abstract
Many individuals with developmental language disorder (DLD) and individuals who are deaf or hard of hearing (D/HH) have social–emotional problems, such as social difficulties, and show signs of aggression, depression, and anxiety. These problems can be partly associated with their executive functions (EFs) and theory of mind (ToM). The difficulties of both groups in EF and ToM may in turn be related to self-directed speech (i.e., overt or covert speech that is directed at the self). Self-directed speech is thought to allow for the construction of non-sensory representations (i.e., representations that do not coincide with direct observation). Such non-sensory representations allow individuals to overcome the limits set upon them by the senses. This ability is constrained by the development of word meaning structure (i.e., the way words are understood). We argue that the greater ability to construct non-sensory representations may result in more enhanced forms of EF and ToM. We conclude that difficulties in EF, ToM, and social–emotional functioning in those with hearing and language problems may be accounted for in terms of word meaning impairments. We propose that word meaning structure and self-directed speech should be considered in assigning EF and ToM treatments to individuals with DLD and those who are D/HH.
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Affiliation(s)
- Thomas F Camminga
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands.,Royal Dutch Kentalis, Sint-Michielsgestel, Netherlands
| | - Daan Hermans
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands.,Royal Dutch Kentalis, Sint-Michielsgestel, Netherlands
| | - Eliane Segers
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
| | - Constance T W M Vissers
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands.,Royal Dutch Kentalis, Sint-Michielsgestel, Netherlands
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Stanford E, Delage H. Executive Functions and Morphosyntax: Distinguishing DLD From ADHD in French-Speaking Children. Front Psychol 2020; 11:551824. [PMID: 33178065 PMCID: PMC7593246 DOI: 10.3389/fpsyg.2020.551824] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2020] [Accepted: 09/22/2020] [Indexed: 11/25/2022] Open
Abstract
Attention deficit hyperactivity disorder (ADHD) is commonly associated with deficits in executive functions executive functions (EF), but children with this disorder frequently demonstrate co-occurring morphosyntactic impairment when assessed using standardized tests. On the other hand, children with developmental language disorder (DLD), a population defined by impaired linguistic functioning, are often diagnosed with comorbid EF deficits. We investigated EF and morphosyntax in 60 French-speaking children aged six to 12: 20 with typical development (TD), 20 with ADHD, and 20 with DLD. To obtain an EF profile for the different cognitive groups, we used standardized tests to assess lower-order EF skills, (i) selective attention and (ii) short-term memory capacity, and higher-order EF skills, (i) working memory capacity and (ii) attention shifting. To test morphosyntax, we used (i) a standardized omnibus test that elicited a variety of complex structures and (ii) a more fine-grained probe test that assessed the production of third person object clitic pronouns, a clinical marker of DLD in French. Children with ADHD and DLD were associated with different EF and morphosyntactic profiles: children in the ADHD group demonstrated higher-order EF weakness and difficulty on the omnibus morphosyntax task, whereas children with DLD showed both lower- and higher-order limitations and struggled with both morphosyntax tasks. Our findings indicate that deficits in morphosyntax are not characteristic of ADHD but that the performance of children with ADHD can mimic morphosyntactic impairment when all-encompassing omnibus tests evaluating various and unpredictable structures are used. If morphosyntax is tested using reliable markers of atypical language development and external cognitive-load factors are optimally reduced, there are significant discrepancies in the observed ADHD-DLD outcomes. Clinical implications that include perspectives for the differential diagnosis of ADHD and DLD are discussed.
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Ambiado-Lillo MM, Navarro JJ, Ibáñez-Alfonso JA. Funciones Ejecutivas en Estudiantes con Trastorno Específico del Lenguaje al Comienzo de la Escolarización Básica. REVISTA COLOMBIANA DE PSICOLOGÍA 2020. [DOI: 10.15446/rcp.v29n2.79390] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Las funciones ejecutivas (FE) constituyen un conjunto de habilidades implicadas en el control y regulación del funcionamiento cognitivo. La relación entre FE y desarrollo del lenguaje es especialmente relevante en la conceptualización de los trastornos lingüísticos. El objetivo del estudio consistía en explorar el uso diferencial de FE en dos grupos: Desarrollo Lingüístico Típico (DLT) y Trastorno Específico del Lenguaje (TEL). Participaron 44 estudiantes (56,82% niños), 22 DLT y 22 TEL, con edades entre 6,00–6,92 años (M=6.17, DT=.19). El factor diagnóstico previo mostró efectos significativos en atención ejecutiva (p<.001, η2 parcial =.77), memoria de trabajo (p<.001, η2 parcial =.67), flexibilidad cognitiva (p<.01, η2 parcial =.15), y planificación (p<.001, η2 parcial =.63). En todos los casos, salvo en flexibilidad cognitiva, el tamaño del efecto fue fuerte. Los resultados avalarían la tesis de no especificidad en TEL y la posible presencia de disfunciones cognitivas generales que subyacen al trastorno
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Gross MC, Kaushanskaya M. Cognitive and Linguistic Predictors of Language Control in Bilingual Children. Front Psychol 2020; 11:968. [PMID: 32508722 PMCID: PMC7248219 DOI: 10.3389/fpsyg.2020.00968] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2020] [Accepted: 04/20/2020] [Indexed: 11/25/2022] Open
Abstract
In order to communicate effectively with a variety of conversation partners and in a variety of settings, bilingual children must develop language control, the ability to control which language is used for production. Past work has focused on linguistic skills as the limiting factor in children's ability to control their language choice, while cognitive control has been the focus of adult models of language control. The current study examined the effects of both language ability and cognitive control on language control in 4-6 year old Spanish/English bilingual children with a broad range of language skills, including those with low skills in both languages. To measure language control, children participated in an interactive scripted confederate dialogue paradigm in which they took turns describing picture scenes with video partners who presented themselves as monolingual speakers of English or monolingual speakers of Spanish. The paradigm had two conditions: a single-language context, in which children interacted with only one partner, and a dual-language context, in which children needed to switch between languages to address different partners. The Dimensional Change Card Sort (DCCS) indexed cognitive control. The findings revealed an overall effect of language ability, such that children with lower language skills were more likely to produce words in the language not understood by their conversation partner. There was also an effect of cognitive control on children's ability to adjust to the dual-language context. Based on these findings, we suggest that a model of language control in children should consider both linguistic and cognitive factors. However, language ability appears to be the main limiting factor, with cognitive control playing a more restricted role in adapting to a dual-language context.
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Affiliation(s)
- Megan C. Gross
- Department of Communication Disorders, University of Massachusetts Amherst, Amherst, MA, United States
| | - Margarita Kaushanskaya
- Department of Communication Sciences and Disorders, Waisman Center, University of Wisconsin-Madison, Madison, WI, United States
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Marini A, Piccolo B, Taverna L, Berginc M, Ozbič M. The Complex Relation between Executive Functions and Language in Preschoolers with Developmental Language Disorders. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17051772. [PMID: 32182903 PMCID: PMC7084239 DOI: 10.3390/ijerph17051772] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/17/2020] [Revised: 03/05/2020] [Accepted: 03/06/2020] [Indexed: 02/01/2023]
Abstract
Backgrounds: The relationship between linguistic difficulties and cognitive impairments in children with developmental language disorders (DLDs) is receiving growing interest in international research. Executive functions (EF) appear to be weak in these children. The current investigation aims at exploring the relationship between difficulties in two components of EF (i.e., updating and inhibition) and the linguistic and narrative skills of 16 DLD preschoolers matched with 24 typically developing peers. Methods: Updating skills were tested by administering the forward and backward digit recall subtests of the Wechsler Scales, while children's inhibition abilities were assessed by completion of Developmental Neuropsychological Assessment (NEPSY-II) inhibition tasks. Information on the linguistic skills of the participants was collected through a set of subtests included in the Batteria per la Valutazione del Linguaggio in bambini dai 4 ai 12 anni (Batteria per la Valutazione del Linguaggio; BVL_4-12), assessing articulatory and phonological discrimination skills, lexical production/comprehension, grammatical production/comprehension, and narrative production skills. Results: Findings revealed that DLD children performed significantly lower than their peers on both updating and inhibitory tasks. Linguistic difficulties were found in the DLD group on articulatory/phonological skills, grammatical production/comprehension, and lexical informativeness on narrative production. Measures of EF correlated with linguistic and narrative measures. Conclusion: The current study confirms a significant association between DLD's performances on EF and displayed linguistic skills, suggesting the need to include the assessment of executive functions to target early intervention rehabilitation programs for children with DLDs.
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Affiliation(s)
- Andrea Marini
- Department of Languages, Literatures, Communication, Education and Society, University of Udine, Udine 33100, Italy
- Scientific Institute IRCCS “Eugenio Medea”, San Vito al Tagliamento, Pordenone 33078, Italy;
- Correspondence: ; Tel.: +39-0432-249888
| | - Barbara Piccolo
- Struttura Complessa Neuropsichiatria Infantile, Azienda Sanitaria Universitaria Giuliano Isontina, Trieste 34139, Italy;
| | - Livia Taverna
- Faculty of Education, Free University of Bolzano-Bozen, Bolzano 39100, Italy;
| | - Moira Berginc
- Ambulatorio per il trattamento riabilitativo della prima infanzia, Casa della sanità di Capodistria/Zdravsteni Dom Koper, Koper 6000, Slovenia;
| | - Martina Ozbič
- Scientific Institute IRCCS “Eugenio Medea”, San Vito al Tagliamento, Pordenone 33078, Italy;
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Spencer M, Richmond MC, Cutting LE. Considering the Role of Executive Function in Reading Comprehension: A Structural Equation Modeling Approach. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2019; 24:179-199. [PMID: 32982142 PMCID: PMC7518696 DOI: 10.1080/10888438.2019.1643868] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
In the present study, we used latent variable structural equation modeling to investigate relations between oral language, decoding, and two components of executive function (cognitive flexibility and working memory) and reading comprehension in a sample of 271 native English-speaking 9.00- to 14.83-year-olds. Results of the mediation analyses indicated that both oral language and decoding fully mediated the relations between working memory and cognitive flexibility and reading comprehension. These findings suggest that executive function is likely associated with reading comprehension through its relation with decoding and oral language and provide additional support for the role of executive function in reading comprehension as a potentially crucial precursor to skilled reading.
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Sikora K, Roelofs A, Hermans D, Knoors H. Executive control in language production by children with and without language impairment. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2019; 54:645-655. [PMID: 30920093 DOI: 10.1111/1460-6984.12470] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2018] [Revised: 02/15/2019] [Accepted: 03/05/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Accumulating evidence suggests that the updating, inhibiting and shifting abilities underlying executive control are important for spoken language production in adults. However, little is known about this in children. AIMS To examine whether children with and without language impairment differ in all or only some of these executive abilities, and whether they show corresponding differences when these abilities are engaged in language production. METHODS & PROCEDURES Thirty-three children with specific language impairment (SLI) and 41 typically developing (TD) children (age matched, aged 8-12 years) completed standard executive control tests that measure the updating, inhibiting and shifting abilities. All children were native speakers of Dutch. Moreover, they performed a noun-phrase production task involving picture description within a picture-word interference paradigm. We measured their production accuracy and speed to assess length, distractor and switch effects, which reflect the updating, inhibiting and shifting abilities underlying executive control. OUTCOMES & RESULTS Compared with TD children, the children with SLI had lower scores on all executive control tests. Moreover, they were overall slower and made more errors in the noun-phrase production task. Additionally, the magnitude of the distractor and switch effects was larger for the SLI than for the TD group. CONCLUSIONS & IMPLICATIONS The results suggest that children with SLI have impaired language production and executive control abilities, and that some of the differences in the executive control abilities between SLI and TD groups were reflected in their language production.
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Affiliation(s)
- Katarzyna Sikora
- Radboud University, Donders Institute for Brain, Cognition and Behaviour, Centre for Cognition, Nijmegen, the Netherlands
| | - Ardi Roelofs
- Radboud University, Donders Institute for Brain, Cognition and Behaviour, Centre for Cognition, Nijmegen, the Netherlands
| | - Daan Hermans
- Radboud University, Behavioural Science Institute, Nijmegen, the Netherlands
- Royal Dutch Kentalis, Sint-Michielsgestel, the Netherlands
| | - Harry Knoors
- Radboud University, Behavioural Science Institute, Nijmegen, the Netherlands
- Royal Dutch Kentalis, Sint-Michielsgestel, the Netherlands
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Aljahlan Y, Spaulding TJ. The Impact of Manipulating Attentional Shifting Demands on Preschool Children With Specific Language Impairment. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:324-336. [PMID: 30950694 DOI: 10.1044/2018_jslhr-l-17-0358] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Purpose This study investigated attentional shifting in preschool children with specific language impairment (SLI) compared to their typically developing peers. Children's attentional shifting capacity was assessed by varying attentional demands. Method Twenty-five preschool children with SLI and 25 age-matched, typically developing controls participated. A behavioral task measuring attentional shifting within and across multiple dimensions (auditory, linguistic, and visual) was employed. Demands on attentional shifting were increased based on input dimension (low load: staying within dimension; medium load: shifting between 2 dimensions; and high load: shifting among 3 dimensions). Results Compared to controls, the group with SLI made more erroneous responses and exhibited longer response times. Although both groups' error rates were similarly affected by shifting compared to nonshifting trials, their response speed was not. The group with SLI exhibited a larger comparative decrement to their response speed in the high-attentional load condition. Discussion When demands on attentional shifting increase, children with SLI struggle to shift their attention as efficiently to changing stimuli as their unimpaired peers. Potential implications for the assessment and treatment of this population are discussed.
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Affiliation(s)
- Yara Aljahlan
- Department of Speech, Language, and Hearing Sciences, University of Connecticut, Storrs
| | - Tammie J Spaulding
- Department of Speech, Language, and Hearing Sciences, University of Connecticut, Storrs
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Janus M, Labonté C, Kirkpatrick R, Davies S, Duku E. The impact of speech and language problems in kindergarten on academic learning and special education status in grade three. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 21:75-88. [PMID: 29171310 DOI: 10.1080/17549507.2017.1381164] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2016] [Revised: 07/18/2017] [Accepted: 09/11/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE This study addressed the implications of experiencing early speech-language pathologies (SLPs) in kindergarten on special education needs (SEN) and academic outcomes in grade three. METHOD Early Development Instrument (EDI) kindergarten data on development and the presence or absence of SLPs were matched with grade three school-system standardised tests of reading, writing and maths, and SEN classification in Ontario, Canada for 59 015 students. Children were classified as having a Persistent speech language pathology (SLP), Remittent SLP, Latent SEN or as a typically developing Control. RESULT Even though 72.3% of children's SLPs remitted by grade three, kindergarten SLPs conveyed higher likelihood of having an SEN, and of lower achievement levels in grade three. The degree of impact varied between Persistent and Remittent groups. Children in the Latent group had lower scores in kindergarten on all five EDI domains than Control children. CONCLUSION These population level results provide strong evidence to indicate that all children who present with an SLP in kindergarten face further academic challenges, even if their SLP resolves over time. Findings have implications for early intervention and treatment for children with early SLPs.
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Affiliation(s)
- Magdalena Janus
- a Department of Psychiatry and Behavioural Neuroscience , Offord Centre for Child Studies, McMaster University , Hamilton , ON , Canada
| | - Chantal Labonté
- b Department of Educational Psychology , University of Alberta , Edmonton , AB , Canada , and
| | - Ryan Kirkpatrick
- a Department of Psychiatry and Behavioural Neuroscience , Offord Centre for Child Studies, McMaster University , Hamilton , ON , Canada
| | - Scott Davies
- c Department of Leadership, Higher and Adult Education , Ontario Institute for Studies in Education, University of Toronto , Toronto , ON , Canada
| | - Eric Duku
- a Department of Psychiatry and Behavioural Neuroscience , Offord Centre for Child Studies, McMaster University , Hamilton , ON , Canada
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Gonzalez CLR, van Rootselaar NA, Gibb RL. Sensorimotor lateralization scaffolds cognitive specialization. PROGRESS IN BRAIN RESEARCH 2018; 238:405-433. [PMID: 30097202 DOI: 10.1016/bs.pbr.2018.06.011] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
In this chapter, we review hemispheric differences for sensorimotor function and cognitive abilities. Specifically, we examine the left-hemisphere specialization for visuomotor control and its interplay with language, executive function, and musical training. Similarly, we discuss right-hemisphere lateralization for haptic processing and its relationship to spatial and numerical processing. We propose that cerebral lateralization for sensorimotor functions served as a foundation for the development of higher cognitive abilities and their hemispheric functional specialization. We further suggest that sensorimotor and cognitive functions are inextricably linked. Based on the studies discussed in this chapter our view is that sensorimotor control serves as a loom upon which the fibers of language, executive function, spatial, and numerical processing are woven together to create the fabric of cognition.
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Affiliation(s)
- Claudia L R Gonzalez
- The Brain in Action Laboratory, Department of Kinesiology, University of Lethbridge, Lethbridge, AB, Canada; Department of Neuroscience, Canadian Centre for Behavioral Neuroscience, University of Lethbridge, Lethbridge, AB, Canada.
| | - Nicole A van Rootselaar
- The Brain in Action Laboratory, Department of Kinesiology, University of Lethbridge, Lethbridge, AB, Canada; Department of Neuroscience, Canadian Centre for Behavioral Neuroscience, University of Lethbridge, Lethbridge, AB, Canada
| | - Robbin L Gibb
- Department of Neuroscience, Canadian Centre for Behavioral Neuroscience, University of Lethbridge, Lethbridge, AB, Canada
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Yang Y, Yim D. The Role of Executive Function for Vocabulary Acquisition and Word Learning in Preschool-Age Children with and without Vocabulary Delay. ACTA ACUST UNITED AC 2018. [DOI: 10.12963/csd.18469] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Netelenbos N, Gibb RL, Li F, Gonzalez CLR. Articulation Speaks to Executive Function: An Investigation in 4- to 6-Year-Olds. Front Psychol 2018; 9:172. [PMID: 29535655 PMCID: PMC5834422 DOI: 10.3389/fpsyg.2018.00172] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2017] [Accepted: 02/01/2018] [Indexed: 11/13/2022] Open
Abstract
Executive function (EF) and language learning play a prominent role in early childhood development. Empirical research continues to point to a concurrent relation between these two faculties. What has been given little attention, however, is the association between EF and speech articulation abilities in children. This study investigated this relation in children aged 4-6 years. Significant correlations indicated that children with better EF [via parental report of the Behavior Rating Inventory of Executive Function (BRIEF) inventory] exhibited stronger speech sound production abilities in the articulation of the "s" and "sh" sounds. Furthermore, regression analyses revealed that the Global Executive Composite (GEC) of EF as measured by the BRIEF, served as a predictor for speech sound proficiency and that speech sound proficiency served as a predictor for the GEC. Together, these results demonstrate the imbricated nature of EF and speech sound production while bearing theoretical and practical implications. From a theoretical standpoint, the close link between EF and speech articulation may indicate a common ontogenetic pathway. From a practical perspective, the results suggest that children with speech difficulties could be at higher risk for EF deficits.
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Affiliation(s)
- Nicole Netelenbos
- The Brain in Action Laboratory, University of Lethbridge, Lethbridge, AB, Canada
| | - Robbin L. Gibb
- Canadian Centre for Behavioural Neuroscience, University of Lethbridge, Lethbridge, AB, Canada
| | - Fangfang Li
- Department of Psychology, University of Lethbridge, Lethbridge, AB, Canada
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Wittke K, Spaulding TJ. Which Preschool Children With Specific Language Impairment Receive Language Intervention? Lang Speech Hear Serv Sch 2018; 49:59-71. [DOI: 10.1044/2017_lshss-17-0024] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2017] [Accepted: 08/22/2017] [Indexed: 11/09/2022] Open
Abstract
Purpose
Potential biases in service provision for preschool children with specific language impairment (SLI) were explored.
Method
In Study 1, children with SLI receiving treatment (SLI-T) and those with SLI not receiving treatment (SLI-NT) were compared on demographic characteristics and developmental abilities. Study 2 recruited children with articulation disorders receiving treatment (ARTIC-T) to determine if knowing service provision status influenced the results of Study 1.
Results
In Study 1, the SLI-T group was rated by teachers as having poorer executive functioning than children in the SLIT-NT group, and the SLI-T group also came from families whose mothers had more education. These 2 variables alone predicted SLI-T and SLI-NT group membership with 84% accuracy. In Study 2, the ARTIC-T group were perceived as having comparable executive functioning to the SLI-NT group and better than the SLI-T group, indicating that teachers' knowledge of service provision did not influence their ratings of children's executive functioning.
Discussion
Preschool children with SLI, whose mothers have higher education levels and whose teachers perceive them as having poorer executive functioning, are more likely to receive intervention. Recognizing service delivery biases is critical for improving early provision of intervention for this population.
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Kapa LL, Plante E, Doubleday K. Applying an Integrative Framework of Executive Function to Preschoolers With Specific Language Impairment. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2017; 60:2170-2184. [PMID: 28724132 PMCID: PMC5829800 DOI: 10.1044/2017_jslhr-l-16-0027] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2016] [Revised: 05/26/2016] [Accepted: 01/23/2017] [Indexed: 05/13/2023]
Abstract
Purpose The first goal of this research was to compare verbal and nonverbal executive function abilities between preschoolers with and without specific language impairment (SLI). The second goal was to assess the group differences on 4 executive function components in order to determine if the components may be hierarchically related as suggested within a developmental integrative framework of executive function. Method This study included 26 4- and 5-year-olds diagnosed with SLI and 26 typically developing age- and sex-matched peers. Participants were tested on verbal and nonverbal measures of sustained selective attention, working memory, inhibition, and shifting. Results The SLI group performed worse compared with typically developing children on both verbal and nonverbal measures of sustained selective attention and working memory, the verbal inhibition task, and the nonverbal shifting task. Comparisons of standardized group differences between executive function measures revealed a linear increase with the following order: working memory, inhibition, shifting, and sustained selective attention. Conclusion The pattern of results suggests that preschoolers with SLI have deficits in executive functioning compared with typical peers, and deficits are not limited to verbal tasks. A significant linear relationship between group differences across executive function components supports the possibility of a hierarchical relationship between executive function skills.
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Affiliation(s)
- Leah L. Kapa
- Department of Speech, Language, and Hearing Sciences, University of Arizona, Tucson
| | - Elena Plante
- Department of Speech, Language, and Hearing Sciences, University of Arizona, Tucson
| | - Kevin Doubleday
- Department of Epidemiology and Biostatistics, University of Arizona, Tucson
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Kuusisto MA, Nieminen PE, Helminen MT, Kleemola L. Executive and intellectual functioning in school-aged children with specific language impairment. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2017; 52:127-136. [PMID: 27432160 DOI: 10.1111/1460-6984.12263] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2015] [Revised: 03/01/2016] [Accepted: 04/11/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Earlier research and clinical practice show that specific language impairment (SLI) is often associated with nonverbal cognitive deficits and weakened skills in executive functions (EFs). Executive deficits may have a remarkable influence on a child's everyday activities in the home and school environments. However, research information is still limited on EFs in school-aged children with SLI, mostly conducted among English- and Dutch-speaking children. AIMS To study whether there are differences in EFs between Finnish-speaking children with SLI and typically developing (TD) peers at school age. EFs are compared between the groups with and without controlling for nonverbal intelligence. METHODS & PROCEDURES Parents and teachers of children with SLI (n = 22) and age- and gender-matched TD peers (n = 22) completed The Behavior Rating Inventory of Executive Functions (BRIEF). The mean age of the children was 8,2 years. BRIEF ratings of parents and teachers were compared between the children with SLI and with TD peers by paired analysis using conditional logistic regression models with and without controlling for nonverbal IQ. Intellectual functioning was assessed with the Wechsler Intelligence Scale for Children. OUTCOMES & RESULTS Children with SLI had weaker scores in all parent and teacher BRIEF scales compared with TD peers. Statistically significant differences between the groups were found in BRIEF scales Shift, Emotional Control, Initiate, Working Memory, Plan/Organize and Monitor. Differences between the groups were statistically significant also in intellectual functioning. On BRIEF scales some group differences remained statistically significant after controlling for nonverbal IQ. CONCLUSIONS & IMPLICATIONS This study provides additional evidence that also Finnish-speaking school-aged children with SLI are at risk of having deficits in EFs in daily life. EFs have been proposed to have an impact on developmental outcomes later in life. In clinical practice it is important to pay attention to EFs in school-aged children with SLI when making diagnostic evaluations and planning interventions for them.
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Affiliation(s)
- Marika A Kuusisto
- School of Social Sciences and Humanities, Psychology, University of Tampere, Tampere, Finland
| | - Pirkko E Nieminen
- School of Social Sciences and Humanities, Psychology, University of Tampere, Tampere, Finland
| | - Mika T Helminen
- Science Centre, Pirkanmaa Hospital District and School of Health Sciences, University of Tampere, Tampere, Finland
| | - Leenamaija Kleemola
- Department of Otorhinolaryngology-Phoniatry, School of Medicine, University of Tampere, Tampere, Finland
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Yang HC, Gray S. Executive Function in Preschoolers with Primary Language Impairment. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2017; 60:379-392. [PMID: 28196378 DOI: 10.1044/2016_jslhr-l-15-0267] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2015] [Accepted: 05/24/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE The purpose of this study was to evaluate whether preschoolers with primary language impairment (PLI) show deficits in executive function (EF) compared with their peers with typical development (TD) when inhibition, updating, and mental-set shifting are examined using both linguistically based and visually based tasks. METHOD Twenty-two 4- and 5-year-old preschoolers with PLI and 30 preschoolers with TD completed 2 sets of computerized EF tasks: 3 that were linguistically based and 3 that were visually based. This permitted us to test the hypothesis that poor performance on EF tasks in preschoolers with PLI results from impaired language rather than impaired EF. RESULTS The PLI group scored significantly lower than the TD group on linguistically and visually based updating tasks and mental-set shifting tasks. The PLI and TD groups did not differ significantly for accuracy or response time on linguistically and visually based inhibition tasks. CONCLUSION Results suggest that preschool-age children with PLI have domain-general EF deficits in updating and mental-set shifting but not inhibition deficits, as measured by our tasks.
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Haebig E, Kaushanskaya M, Ellis Weismer S. Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics. J Autism Dev Disord 2015; 45:4109-23. [PMID: 26210517 PMCID: PMC4761424 DOI: 10.1007/s10803-015-2534-2] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Children with autism spectrum disorder (ASD) and specific language impairment (SLI) often have immature lexical-semantic knowledge; however, the organization of lexical-semantic knowledge is poorly understood. This study examined lexical processing in school-age children with ASD, SLI, and typical development, who were matched on receptive vocabulary. Children completed a lexical decision task, involving words with high and low semantic network sizes and nonwords. Children also completed nonverbal updating and shifting tasks. Children responded more accurately to words from high than from low semantic networks; however, follow-up analyses identified weaker semantic network effects in the SLI group. Additionally, updating and shifting abilities predicted lexical processing, demonstrating similarity in the mechanisms which underlie semantic processing in children with ASD, SLI, and typical development.
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Affiliation(s)
- Eileen Haebig
- University of Wisconsin, 1500 Highland Avenue Room 449, Madison, WI, 53705, USA.
- Purdue University, Lyles-Porter Hall, 715 Clinic Drive Room 3121, West Lafayette, IN, 47907, USA.
| | | | - Susan Ellis Weismer
- University of Wisconsin, 1500 Highland Avenue Room 473, Madison, WI, 53705, USA
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Szelag E, Dacewicz A, Szymaszek A, Wolak T, Senderski A, Domitrz I, Oron A. The Application of Timing in Therapy of Children and Adults with Language Disorders. Front Psychol 2015; 6:1714. [PMID: 26617547 PMCID: PMC4642408 DOI: 10.3389/fpsyg.2015.01714] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2015] [Accepted: 10/26/2015] [Indexed: 11/18/2022] Open
Abstract
A number of evidence revealed a link between temporal information processing (TIP) and language. Both literature data and results of our studies indicated an overlapping of deficient TIP and disordered language, pointing to the existence of an association between these two functions. On this background the new approach is to apply such knowledge in therapy of patients suffering from language disorders. In two studies we asked the following questions: (1) can the temporal training reduce language deficits in aphasic patients (Study 1) or in children with specific language impairment (SLI, Study 2)? (2) can such training ameliorate also the other cognitive functions? Each of these studies employed pre-training assessment, training application, post-training and follow-up assessment. In Study 1 we tested 28 patients suffering from post-stroke aphasia. They were assigned either to the temporal training (Group A, n = 15) in milliseconds range, or to the non-temporal training (Group B, n = 13). Following the training we found only in Group A improved TIP, accompanied by a transfer of improvement to language and working memory functions. In Study 2 we tested 32 children aged from 5 to 8 years, affected by SLI who were classified into the temporal training (Group A, n = 17) or non-temporal training (Group B, n = 15). Group A underwent the multileveled audio-visual computer training Dr. Neuronowski®, recently developed in our laboratory. Group B performed the computer speech therapy exercises extended by playing computer games. Similarly as in Study 1, in Group A we found significant improvements of TIP, auditory comprehension and working memory. These results indicated benefits of temporal training for amelioration of language and other cognitive functions in both aphasic patients and children with SLI. The novel powerful therapy tools provide evidence for future promising clinical applications.
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Affiliation(s)
- Elzbieta Szelag
- Laboratory of Neuropsychology, Nencki Institute of Experimental Biology Warsaw, Poland ; University of Social Sciences and Humanities Warsaw, Poland
| | - Anna Dacewicz
- Laboratory of Neuropsychology, Nencki Institute of Experimental Biology Warsaw, Poland
| | - Aneta Szymaszek
- Laboratory of Neuropsychology, Nencki Institute of Experimental Biology Warsaw, Poland ; University of Social Sciences and Humanities Warsaw, Poland
| | - Tomasz Wolak
- Institute of Physiology and Pathology of Hearing Kajetany, Poland
| | | | - Izabela Domitrz
- Department of Neurology, Warsaw Medical University Warsaw, Poland
| | - Anna Oron
- Laboratory of Neuropsychology, Nencki Institute of Experimental Biology Warsaw, Poland
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Croteau C, McMahon-Morin P, Morin C, Jutras B, Trudeau N, Le Dorze G. Life habits of school-aged children with specific language impairment as perceived by their parents and by school professionals. JOURNAL OF COMMUNICATION DISORDERS 2015; 58:21-34. [PMID: 26342290 DOI: 10.1016/j.jcomdis.2015.07.005] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2014] [Revised: 07/07/2015] [Accepted: 07/23/2015] [Indexed: 06/05/2023]
Abstract
PURPOSE Describe social participation of a group of children with specific language impairment. METHOD 26 parents of children with specific language impairment (SLI) aged from 5 to 13 years and 11 school professionals participated in the study. Data collection was performed with the adapted version for children aged from 5 to 13 years old of the Assessment of Life Habits (Fougeyrollas et al., 2001). The questionnaire encompasses 196 life habits, grouped in 12 dimensions: nutrition, fitness, personal care, communication, housing, mobility, responsibilities, interpersonal relationships, community life, education, work and recreation (Fougeyrollas, 2010). RESULTS According to their parents and school professionals, children in this study carried out without difficulty life habits related to housing and mobility. However, they experienced difficulty with life habits related to interpersonal relationships, recreation and responsibilities, in addition to communication and education. CONCLUSIONS Children with SLI are perceived by their parents and school professionals as having reduced social participation in many aspects of their daily life. Social participation should be considered as a major outcome when offering services in school to these children. This study proposes specific ways to help children with SLI.
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Affiliation(s)
- Claire Croteau
- École d'orthophonie et d'audiologie, Faculté de Médecine, Université de Montréal, C.P. 6128, succursale Centre-ville, Montréal, Québec, Canada H3C 3J7; Center for Interdisciplinary Research in Rehabilitation of Greater Montreal, 2275, Laurier Avenue East, Montreal, Québec, Canada H2H 2N8.
| | - Paméla McMahon-Morin
- École d'orthophonie et d'audiologie, Faculté de Médecine, Université de Montréal, C.P. 6128, succursale Centre-ville, Montréal, Québec, Canada H3C 3J7; Center for Interdisciplinary Research in Rehabilitation of Greater Montreal, 2275, Laurier Avenue East, Montreal, Québec, Canada H2H 2N8.
| | - Claudia Morin
- École d'orthophonie et d'audiologie, Faculté de Médecine, Université de Montréal, C.P. 6128, succursale Centre-ville, Montréal, Québec, Canada H3C 3J7.
| | - Benoît Jutras
- École d'orthophonie et d'audiologie, Faculté de Médecine, Université de Montréal, C.P. 6128, succursale Centre-ville, Montréal, Québec, Canada H3C 3J7; Research Centre, Pediatric CHU Sainte-Justine, 3175 Chemin de la Côte Ste-Catherine, Montréal, Québec, Canada.
| | - Natacha Trudeau
- École d'orthophonie et d'audiologie, Faculté de Médecine, Université de Montréal, C.P. 6128, succursale Centre-ville, Montréal, Québec, Canada H3C 3J7; Center for Interdisciplinary Research in Rehabilitation of Greater Montreal, 2275, Laurier Avenue East, Montreal, Québec, Canada H2H 2N8.
| | - Guylaine Le Dorze
- École d'orthophonie et d'audiologie, Faculté de Médecine, Université de Montréal, C.P. 6128, succursale Centre-ville, Montréal, Québec, Canada H3C 3J7; Center for Interdisciplinary Research in Rehabilitation of Greater Montreal, 2275, Laurier Avenue East, Montreal, Québec, Canada H2H 2N8.
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Vissers C, Koolen S, Hermans D, Scheper A, Knoors H. Executive functioning in preschoolers with specific language impairment. Front Psychol 2015; 6:1574. [PMID: 26539136 PMCID: PMC4611093 DOI: 10.3389/fpsyg.2015.01574] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2015] [Accepted: 09/29/2015] [Indexed: 11/25/2022] Open
Abstract
The pathogenesis of Specific Language Impairment (SLI) is still largely beyond our understanding. In this review, a neuropsychological perspective on language impairments in SLI is taken, focusing specifically on executive functioning (EF) in preschoolers (age range: 2.6-6.1 years) with SLI. Based on the studies described in this review, it can be concluded that similar to school-aged children with SLI, preschoolers with SLI show difficulties in working memory, inhibition and shifting, as revealed by both performance based measures and behavioral ratings. It seems plausible that a complex, reciprocal relationship exists between language and EF throughout development. Future research is needed to examine if, and if yes how, language and EF interact in SLI. Broad neuropsychological assessment in which both language and EF are taken into account may contribute to early detection of SLI. This in turn can lead to early and tailored treatment of children with (suspected) SLI aimed not only at stimulating language development but also at strengthening EF.
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Affiliation(s)
- Constance Vissers
- Kentalis Academy, Royal Dutch KentalisSint-Michielsgestel, Netherlands
- Behavioural Science Institute, Radboud UniversityNijmegen, Netherlands
| | - Sophieke Koolen
- Kentalis Academy, Royal Dutch KentalisSint-Michielsgestel, Netherlands
- Vincent van Gogh for PsychiatryVenray, Netherlands
| | - Daan Hermans
- Kentalis Academy, Royal Dutch KentalisSint-Michielsgestel, Netherlands
- Behavioural Science Institute, Radboud UniversityNijmegen, Netherlands
| | - Annette Scheper
- Kentalis Academy, Royal Dutch KentalisSint-Michielsgestel, Netherlands
- Behavioural Science Institute, Radboud UniversityNijmegen, Netherlands
| | - Harry Knoors
- Kentalis Academy, Royal Dutch KentalisSint-Michielsgestel, Netherlands
- Behavioural Science Institute, Radboud UniversityNijmegen, Netherlands
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Kapa LL, Plante E. Executive Function in SLI: Recent Advances and Future Directions. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2015; 2:245-252. [PMID: 26543795 DOI: 10.1007/s40474-015-0050-x] [Citation(s) in RCA: 55] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
This paper provides a review of recent research on executive function abilities in children with specific language impairment (SLI). Across several studies, children with SLI are reported to perform worse than typically developing peers on measures of sustained attention, working memory, inhibition, and attention shifting. However, few studies have considered multiple executive function components simultaneously and even fewer have examined the underlying relationship between executive function deficits and impaired language acquisition. We argue that in order to fully understand the nature of executive function deficits in SLI, the field must move past simply identifying weaknesses to instead test models of executive function development and explore the nature of the relationship between executive function and language. Future research directions are recommended in order to achieve these goals.
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Affiliation(s)
- Leah L Kapa
- Department of Speech, Language, and Hearing Sciences, University of Arizona, 1311 E. 2nd Street, P.O. Box 210071, Tucson, Arizona 85721-0071, , ,
| | - Elena Plante
- Department of Speech, Language, and Hearing Sciences, University of Arizona, 1311 E. 2nd Street, P.O. Box 210071, Tucson, Arizona 85721-0071, , ,
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