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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Related Experiment Video

Updated: May 12, 2025

Event Related Potentials ERPs and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder ADHD
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Does Executive Function Performance Predict Treatment Response in Preschoolers With Developmental Language Disorder?

Leah L Kapa1

  • 1Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson.

American Journal of Speech-Language Pathology
|May 9, 2025
PubMed
Summary
This summary is machine-generated.

Executive function skills, specifically attention shifting, predict treatment success in preschoolers with developmental language disorder (DLD). Children with DLD who scored higher on attention shifting tasks showed better outcomes with conversational recast therapy.

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Area of Science:

  • Child language development
  • Developmental language disorder (DLD)
  • Executive functions

Background:

  • Developmental Language Disorder (DLD) affects language acquisition in preschoolers.
  • Executive functions are crucial cognitive skills influencing learning and behavior.
  • Conversational recast treatment is a common intervention for DLD.

Purpose of the Study:

  • To investigate if executive function scores predict treatment response in preschoolers with DLD.
  • To determine the role of specific executive functions in language intervention outcomes.

Main Methods:

  • Included 49 preschoolers with DLD receiving Enhanced Conversational Recast treatment.
  • Assessed treatment response using morpheme production accuracy before and after intervention.
  • Used stepwise regression to analyze prediction by language scores and executive function tasks (attention, working memory, inhibition, attention shifting).

Main Results:

  • Attention shifting ability, measured by the Dimensional Change Card Sort (DCCS), was the only significant predictor of treatment response.
  • Higher DCCS scores positively predicted better treatment outcomes.
  • Attention shifting accounted for 20% of the variance in treatment effect.

Conclusions:

  • Executive function, particularly attention shifting, is a key factor in language treatment success for children with DLD.
  • Clinicians should consider children's executive function profiles when selecting language interventions.
  • These findings emphasize the complex cognitive skills underlying language treatment efficacy.