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  • American Speech Language Hearing Association  (6)
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  • American Speech Language Hearing Association  (6)
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  • 1
    Online Resource
    Online Resource
    Improving Dimensional Change Card Sort Performance of Preschoolers With Developmental Language Disorder: Effects of Two Task Variations
    American Speech Language Hearing Association ; 2021
    In:  Journal of Speech, Language, and Hearing Research Vol. 64, No. 2 ( 2021-02-17), p. 628-634
    Details
    In: Journal of Speech, Language, and Hearing Research, American Speech Language Hearing Association, Vol. 64, No. 2 ( 2021-02-17), p. 628-634
    Abstract: This research note addresses whether task administration variations can improve Dimensional Change Card Sort (DCCS) performance in preschoolers with developmental language disorder (DLD). Method Participants included preschoolers with DLD who failed the standard DCCS, which is characterized by inability to switch from one card sorting rule to a new rule. After an approximately 2.5-month delay, participants were retested on the DCCS in one of three conditions: repeating standard administration, participants labeling relevant card dimensions, or briefly removing target cards before the switch. Results Children in both the labeling and target removal conditions scored significantly higher on the second administration relative to the first. However, comparing across conditions, participants in the target removal condition scored higher on the second DCCS compared to participants in the standard and labeling conditions, which did not differ from each other. Conclusions DCCS performance of preschoolers with DLD can be improved by changing task administration. The most effective change is increasing the salience of the switch to the new sorting rule, as opposed to directing children's attention via their own labeling behavior.
    Type of Medium: Online Resource
    ISSN: 1092-4388 , 1558-9102
    URL: Article
    DOI: 10.1044/2020_JSLHR-20-00382
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2021
    detail.hit.zdb_id: 2070420-3
    SSG: 5,2
    SSG: 7,11
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  • 2
    Online Resource
    Online Resource
    Applying an Integrative Framework of Executive Function to Preschoolers With Specific Language Impairment
    American Speech Language Hearing Association ; 2017
    In:  Journal of Speech, Language, and Hearing Research Vol. 60, No. 8 ( 2017-08-18), p. 2170-2184
    Details
    In: Journal of Speech, Language, and Hearing Research, American Speech Language Hearing Association, Vol. 60, No. 8 ( 2017-08-18), p. 2170-2184
    Abstract: 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.
    Type of Medium: Online Resource
    ISSN: 1092-4388 , 1558-9102
    URL: Article
    DOI: 10.1044/2017_JSLHR-L-16-0027
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2017
    detail.hit.zdb_id: 2070420-3
    SSG: 5,2
    SSG: 7,11
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  • 3
    Online Resource
    Online Resource
    Language and Executive Function in Preschoolers With Developmental Language Disorder: The Role of Self-Directed Speech
    American Speech Language Hearing Association ; 2021
    In:  Perspectives of the ASHA Special Interest Groups Vol. 6, No. 6 ( 2021-12-17), p. 1315-1326
    Details
    In: Perspectives of the ASHA Special Interest Groups, American Speech Language Hearing Association, Vol. 6, No. 6 ( 2021-12-17), p. 1315-1326
    Abstract: Our goal was to examine the relationship between language and executive function in children with specific language impairment (SLI) and/or developmental language disorder (DLD) with a specific focus on how language in the form of self-directed speech (SDS) affects executive functioning in this population. Method: Participants included thirty-one 4- and 5-year-old children with DLD. Children completed a visual, computer-based continuous performance task (CPT) that tapped their sustained selective attention. SDS children produced during this task was coded off-line for intelligibility, task relevancy, and whether it was regulatory. Regression analyses were used to characterize the relationship between children's performance on the CPT and their SDS. Results: The majority of SDS that children produced during the CPT was task relevant and regulatory, but there was individual variability in the total amount of SDS produced. Children's percentage of regulatory SDS was a significant predictor of their CPT performance. Conclusions: Because SDS is positively associated with executive function performance but has delayed development among children with SLI and/or DLD, clinicians have an opportunity to support SDS development in children. We discuss specific approaches and clinical activities for supporting SDS development in early childhood.
    Type of Medium: Online Resource
    ISSN: 2381-4764 , 2381-473X
    URL: Article
    DOI: 10.1044/2021_PERSP-21-00010
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2021
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  • 4
    Online Resource
    Online Resource
    Predictors of Treatment Response for Preschool Children With Developmental Language Disorder
    American Speech Language Hearing Association ; 2020
    In:  American Journal of Speech-Language Pathology Vol. 29, No. 4 ( 2020-11-12), p. 2082-2096
    Details
    In: American Journal of Speech-Language Pathology, American Speech Language Hearing Association, Vol. 29, No. 4 ( 2020-11-12), p. 2082-2096
    Abstract: Enhanced Conversational Recast treatment is an effective intervention for remediating expressive grammatical deficits in preschool-age children with developmental language disorder, but not all children respond equally well. In this study, we sought to identify which child-level variables predict response to treatment of morphological deficits. Method Predictor variables of interest, including pre-intervention test scores and target morpheme production, age, and mother's level of education (proxy for socio-economic status) were included in analyses. The sample included 105 children ( M = 5;1 [years;months]) with developmental language disorder who participated in 5 weeks of daily Enhanced Conversational Recast treatment. Classification and regression tree analysis was used to identify covariates that predicted children's generalization of their trained grammatical morpheme, as measured by treatment effect size d . Results Our analysis indicates that the Structured Photographic Expressive Language Test–Preschool 2 (SPELT-P 2) scores and the Peabody Picture Vocabulary Test–Fourth Edition scores significantly predicted the degree of benefit a child derived from Enhanced Conversational Recast treatment. Specifically, a SPELT-P 2 score above 75 (but still in the impaired range, 〈 87) combined with a high Peabody Picture Vocabulary Test–Fourth Edition score ( 〉 100) yielded the largest treatment effect size, whereas a SPELT-P 2 score below 75 predicted the smallest treatment effect size. Other variables included in the model did not significantly predict treatment outcomes. Conclusions Understanding individual differences in response to treatment will allow service providers to make evidence-based decisions regarding how likely a child is to benefit from Enhanced Conversational Recast treatment and the expected magnitude of the response based on the child's background characteristics.
    Type of Medium: Online Resource
    ISSN: 1058-0360 , 1558-9110
    URL: Article
    DOI: 10.1044/2020_AJSLP-19-00198
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2020
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  • 5
    Online Resource
    Online Resource
    The Relationship Between Word Learning and Executive Function in Preschoolers With and Without Developmental Language Disorder
    American Speech Language Hearing Association ; 2020
    In:  Journal of Speech, Language, and Hearing Research Vol. 63, No. 7 ( 2020-07-17), p. 2293-2307
    Details
    In: Journal of Speech, Language, and Hearing Research, American Speech Language Hearing Association, Vol. 63, No. 7 ( 2020-07-17), p. 2293-2307
    Abstract: The purpose of this study was to examine the relationship between executive functioning and word learning among preschoolers with and without developmental language disorder (DLD). Method Forty-one preschool-age children with DLD were matched to typically developing children on age and sex. Participants were exposed to 10 novel pseudowords, half of which referred to familiar objects and half of which referred to unfamiliar objects. Their ability to produce, recognize, and comprehend the novel words was tested, and they completed executive function tasks measuring sustained selective attention, short-term memory, working memory, inhibition, and shifting. Results Preschoolers with DLD performed worse compared to typically developing peers on all measures of executive function and novel word learning. Both groups showed a relative weakness in producing pseudowords that corresponded with familiar objects versus pseudowords for unknown objects. Executive function accounted for statistically significant variance in word learning beyond group membership, with inhibition as a significant predictor of all word learning outcomes and short-term memory as a significant predictor of novel word comprehension. Executive function explained significant variance in novel word production and recognition even after accounting for variance explained by group differences in IQ and receptive vocabulary. Conclusion Findings replicate previous research reporting deficits in word learning and executive function in children with DLD, indicate that preschoolers are disadvantaged in learning new words for familiar objects, and support a relationship between executive function and word learning for children with and without DLD. Future research should examine the directionality of the relationship between these variables.
    Type of Medium: Online Resource
    ISSN: 1092-4388 , 1558-9102
    URL: Article
    DOI: 10.1044/2020_JSLHR-19-00342
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2020
    detail.hit.zdb_id: 2070420-3
    SSG: 5,2
    SSG: 7,11
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  • 6
    Online Resource
    Online Resource
    A Review of Psychosocial Risks and Management for Children with Cleft Lip and/or Palate
    American Speech Language Hearing Association ; 2017
    In:  Perspectives of the ASHA Special Interest Groups Vol. 2, No. 5 ( 2017-01), p. 23-34
    Details
    In: Perspectives of the ASHA Special Interest Groups, American Speech Language Hearing Association, Vol. 2, No. 5 ( 2017-01), p. 23-34
    Abstract: This article reviews the psychosocial risks associated with congenital craniofacial conditions with a specific focus on the most common condition, cleft lip and/or palate (CL/P). Risks will be detailed from infancy through adolescence for both children and their families. Families of children with CL/P are at risk for adjustment problems, which may in turn impact child social and behavioral functioning. Children with CL/P are vulnerable to internalizing and externalizing problems, social stigmatization, as well as learning problems. Children and their families may also experience distress related to surgery and other aspects of their cleft treatment. Strategies for addressing psychosocial risks including provision of condition-specific education, enhancement of social support, and utilization of regular screening and referral to empirically supported psychological interventions will be described.
    Type of Medium: Online Resource
    ISSN: 2381-4764 , 2381-473X
    URL: Article
    DOI: 10.1044/persp2.SIG5.23
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2017
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