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Language ability, executive functioning and behaviour in school-age children

BACKGROUND: Many children with language impairment present with deficits in other areas, including executive functioning (EF), attention and behaviour. Similarly, many children receiving services for attention or behaviour problems have deficits in language ability. AIMS: To evaluate the relations a...

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Autor principal: Karasinski, Courtney
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BlackWell Publishing Ltd 2015
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4371658/
https://www.ncbi.nlm.nih.gov/pubmed/25582151
http://dx.doi.org/10.1111/1460-6984.12104
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author Karasinski, Courtney
author_facet Karasinski, Courtney
author_sort Karasinski, Courtney
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description BACKGROUND: Many children with language impairment present with deficits in other areas, including executive functioning (EF), attention and behaviour. Similarly, many children receiving services for attention or behaviour problems have deficits in language ability. AIMS: To evaluate the relations among EF, language ability and behaviour problems in a sample of school-age children with a wide range of language and behaviour profiles. The following research questions were addressed: Does performance on EF tasks predict language ability? Do language ability and EF predict problems with attention, internalizing and/or externalizing? METHODS & PROCEDURES: EF was defined as referring to the separable, yet related, processes of shifting, updating working memory and inhibition as specified in the latent variable model of EF. Children aged 8–11 years recruited from an urban school district completed standardized language and cognitive assessments and a computerized task assessing EF. Their parents completed standardized questionnaires assessing the children's EF and problem behaviours. Regression analyses were conducted. OUTCOMES & RESULTS: Regression analyses revealed that EF did not contribute to language ability beyond the variance accounted for by nonverbal reasoning. Language ability contributed to attention problems when entered as a single predictor, but was no longer significant when the EF measures were added to the model. Language ability did not significantly contribute to internalizing or externalizing behaviour problems. Parent-reported inhibition was a robust predictor of attention, internalizing and externalizing behaviour problems. CONCLUSIONS & IMPLICATIONS: In this sample of school-age children, language ability was related to attention problems, but not to internalizing or externalizing. Children with behaviour problems may have particular difficulty with inhibition.
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spelling pubmed-43716582015-03-26 Language ability, executive functioning and behaviour in school-age children Karasinski, Courtney Int J Lang Commun Disord Research Reports BACKGROUND: Many children with language impairment present with deficits in other areas, including executive functioning (EF), attention and behaviour. Similarly, many children receiving services for attention or behaviour problems have deficits in language ability. AIMS: To evaluate the relations among EF, language ability and behaviour problems in a sample of school-age children with a wide range of language and behaviour profiles. The following research questions were addressed: Does performance on EF tasks predict language ability? Do language ability and EF predict problems with attention, internalizing and/or externalizing? METHODS & PROCEDURES: EF was defined as referring to the separable, yet related, processes of shifting, updating working memory and inhibition as specified in the latent variable model of EF. Children aged 8–11 years recruited from an urban school district completed standardized language and cognitive assessments and a computerized task assessing EF. Their parents completed standardized questionnaires assessing the children's EF and problem behaviours. Regression analyses were conducted. OUTCOMES & RESULTS: Regression analyses revealed that EF did not contribute to language ability beyond the variance accounted for by nonverbal reasoning. Language ability contributed to attention problems when entered as a single predictor, but was no longer significant when the EF measures were added to the model. Language ability did not significantly contribute to internalizing or externalizing behaviour problems. Parent-reported inhibition was a robust predictor of attention, internalizing and externalizing behaviour problems. CONCLUSIONS & IMPLICATIONS: In this sample of school-age children, language ability was related to attention problems, but not to internalizing or externalizing. Children with behaviour problems may have particular difficulty with inhibition. BlackWell Publishing Ltd 2015-03 2015-01-13 /pmc/articles/PMC4371658/ /pubmed/25582151 http://dx.doi.org/10.1111/1460-6984.12104 Text en © 2015 The Authors International Journal of Language & Communication Disorders published by John Wiley & Sons Ltd on behalf of Royal College of Speech and Language Therapists http://creativecommons.org/licenses/by-nc-nd/4.0/ This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
spellingShingle Research Reports
Karasinski, Courtney
Language ability, executive functioning and behaviour in school-age children
title Language ability, executive functioning and behaviour in school-age children
title_full Language ability, executive functioning and behaviour in school-age children
title_fullStr Language ability, executive functioning and behaviour in school-age children
title_full_unstemmed Language ability, executive functioning and behaviour in school-age children
title_short Language ability, executive functioning and behaviour in school-age children
title_sort language ability, executive functioning and behaviour in school-age children
topic Research Reports
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4371658/
https://www.ncbi.nlm.nih.gov/pubmed/25582151
http://dx.doi.org/10.1111/1460-6984.12104
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