Abstract
The pathogenesis of Specific Language Impairment (SLI) is still largely beyond our understanding. In this review, a neuropsychological perspective on language impairments in SLI is taken, focusing specifically on executive functioning (EF) in preschoolers (age range: 2.6–6.1 years) with SLI. Based on the studies described in this review, it can be concluded that similar to school-aged children with SLI, preschoolers with SLI show difficulties in working memory, inhibition and shifting, as revealed by both performance based measures and behavioral ratings. It seems plausible that a complex, reciprocal relationship exists between language and EF throughout development. Future research is needed to examine if, and if yes how, language and EF interact in SLI. Broad neuropsychological assessment in which both language and EF are taken into account may contribute to early detection of SLI. This in turn can lead to early and tailored treatment of children with (suspected) SLI aimed not only at stimulating language development but also at strengthening EF.
Highlights
Children with an unexplained severe delay in the development of speech and language are described as having Specific Language Impairment (SLI)
SLI co-occurs with other developmental disorders like autism spectrum disorder (ASD; e.g., ContiRamsden et al, 2006) and attention-deficit/hyperactivity disorder (ADHD; e.g., Cohen et al, 1998)
Chiat and Roy (2007) found a verbal working memory (WM) deficit as measured by a non-word repetition task in a clinical group of preschool children, who were referred to speech and language therapy
Summary
Children with an unexplained severe delay in the development of speech and language are described as having Specific Language Impairment (SLI). Children are diagnosed with SLI when exhibiting significant language disabilities which cannot be explained in terms of a sensory deficit, neurological disorder, intellectual impairment, psychiatric diagnosis, or a lack of exposure to language (Bishop, 1997). Variation exists, both in the aspects of language that are affected and in the severity in which these linguistic deficits are found (Aram and Nation, 1975; van Weerdenburg et al, 2006). SLI co-occurs with other developmental disorders like autism spectrum disorder (ASD; e.g., ContiRamsden et al, 2006) and attention-deficit/hyperactivity disorder (ADHD; e.g., Cohen et al, 1998)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
