Abstract
Little is known about the relationship between prosodic abilities and executive function skills. As deficits in executive functions (EFs) and prosodic impairments are characteristics of autism, we examined how EFs are related to prosodic performance in children with high-functioning autism (HFA). Fifteen children with HFA (M = 7.4 years; SD = 1.12), matched to 15 typically developing peers on age, gender, and non-verbal intelligence participated in the study. The Profiling Elements of Prosody in Speech-Communication (PEPS-C) was used to assess prosodic performance. The Children’s Color Trails Test (CCTT-1, CCTT-2, and CCTT Interference Index) was used as an indicator of executive control abilities. Our findings suggest no relation between prosodic abilities and visual search and processing speed (assessed by CCTT-1), but a significant link between prosodic skills and divided attention, working memory/sequencing, set-switching, and inhibition (assessed by CCTT-2 and CCTT Interference Index). These findings may be of clinical relevance since difficulties in EFs and prosodic deficits are characteristic of many neurodevelopmental disorders. Future studies are needed to further investigate the nature of the relationship between impaired prosody and executive (dys)function.
Highlights
Given that deficits in executive functions (EFs) and prosodic impairments are both characteristics of autism, this study investigates how EFs are related to prosodic performance in children with high-functioning autism (HFA), contributing to our understanding about the cognitive mechanisms that underlie language development
Since deficits in EFs and prosodic impairments may be a common feature of many disorders, including neurodevelopmental disorders such as autism spectrum disorders (ASD), we examined EFs performance and prosodic performance in HFA to determine whether prosodic abilities are associated with EFs, and if so to what extent and with what particular functions
We used the overall mean score of the Profiling Elements of Prosody in SpeechCommunication (PEPS-C) and the scores in the different components of the CCTT. For both groups together (i.e., HFA and typically developing (TD) children), we found no correlation between PEPS-C and CCTT-1, but moderate correlations were found between the PEPS-C and CCTT-2 (Pearson’s r = 0.50, p < 0.001; see Figure 2), and between the PEPS-C and the CCTT Interference Index (Pearson’s r = 0.48, p < 0.001; see Figure 3)
Summary
There has been a recent interest in the study of the relationship between executive functions (EFs) and communication skills in typical and atypical development (e.g., Bishop and Norbury, 2005; Ellis Weismer et al, 2005; Im-Bolter et al, 2006; Henry et al, 2012; Vugs et al, 2014). Children with specific language impairment tend to have lower scores than typically developing (TD) peers on measures that assess EFs, including inhibition (Bishop and Norbury, 2005; Im-Bolter et al, 2006), task-shifting (Marton, 2008), and working memory (Ellis Weismer et al, 2005; Henry et al, 2012; Vugs et al, 2014). EFs and language abilities seem to be related, both in comprehension
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