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Differentiating phonological delay from phonological disorder: Executive function performance in preschoolers.

Rebecca Waring1, Susan Rickard Liow2, Barbara Dodd1

  • 1Audiology and Speech Pathology, University of Melbourne, Melbourne, Australia.

International Journal of Language & Communication Disorders
|January 21, 2022
PubMed
Summary

Children with phonological disorder show executive function deficits, unlike those with phonological delay. This highlights the need for tailored interventions for speech sound disorders (SSDs) based on cognitive flexibility.

Keywords:
cognitive flexibilityexecutive functionphonological delayphonological disorderspeech sound disorder

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Area of Science:

  • Child language development
  • Speech sound disorders (SSDs)
  • Cognitive neuroscience

Background:

  • Speech sound disorders (SSDs) persist in some children beyond age 4, impacting their ability to form words correctly.
  • Domain-general cognitive-linguistic deficits are a potential explanation for persistent SSDs.
  • Phonological delay and phonological disorder are major subgroups of SSDs presenting for speech-language therapy.

Purpose of the Study:

  • To investigate executive function differences between children with phonological delay and phonological disorder.
  • To explore cognitive flexibility and phonological working memory in these two SSD subgroups.

Main Methods:

  • Assessed 26 children (ages 3.5-5.2) with phonological delay or disorder.
  • Used pairwise matching for age and sex.
  • Administered tasks measuring cognitive flexibility (rule abstraction, cognitive shift) and phonological working memory.

Main Results:

  • Children with phonological delay performed significantly better on cognitive flexibility tasks than those with phonological disorder.
  • No significant group differences were found for phonological working memory tasks.

Conclusions:

  • Children with phonological disorder exhibit deficits in rule abstraction and cognitive shift, distinguishing them from those with phonological delay.
  • Findings support differential diagnosis and targeted interventions for SSDs, focusing on cognitive flexibility.
  • Intervention programs incorporating cognitive flexibility training may benefit children with phonological disorders.