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Related Experiment Video

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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What Are Executive Functions and Self-Regulation and What Do They Have to Do With Language-Learning Disorders?

Bonnie D Singer¹, Anthony S Bashir²

¹Educational Enhancement Center, Newton, MA.

Language, Speech, and Hearing Services in Schools

|July 1, 1999

Summary

Executive functions and self-regulation significantly impact students with language-learning disorders (LLD). Integrating these processes in assessment and intervention is crucial for effective support.

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Area of Science:

Cognitive Psychology
Speech-Language Pathology
Educational Psychology

Background:

Executive functions and self-regulation are critical for academic success.
Students with language-learning disorders (LLD) often exhibit challenges in these areas.
Understanding the interplay between these factors is vital for targeted interventions.

Purpose of the Study:

To define executive functions and self-regulation.
To explore their reciprocal influence on the performance of students with LLD.
To demonstrate their integration in speech and language assessment and intervention.

Main Methods:

Literature review defining executive functions and self-regulation.
Exploration of the reciprocal influence on LLD student performance.
Case study illustrating integration in clinical practice.

Main Results:

Executive functions and self-regulation are interconnected and affect LLD students.
A case study showed successful integration of these processes in assessment and intervention.
Clinicians can utilize this integrated approach for better outcomes.

Conclusions:

The reciprocal influence of executive functions, self-regulation, and language processes is significant for students with LLD.
Integrating these components into speech and language services is recommended.
Clinicians should consider these interactive effects for comprehensive support.