Developmental Language Disorder (DLD) is a prevalent neurodevelopmental condition with long-term consequences for children's learning, participation, and well-being. Although evidence from high-income settings shows that families often navigate fragmented and poorly coordinated supports, little is known about how support systems operate in Latin America from caregivers' perspectives. This study describes support pathways for children with DLD in Santiago, Chile, focusing on how families access, experience, and sustain supports across health and education services. We conducted an interpretive qualitative study using semi-structured narrative interviews with nine primary caregivers of children aged 6-9 years with a formal diagnosis registered as Specific Language Impairment (SLI) in the Chilean system (administratively aligned with DLD). Interviews were analyzed using reflexive thematic analysis, guided by sensitising concepts from care pathways and therapeutic itineraries to examine temporal transitions, institutional interactions, and meaning-making. Caregivers' narratives described support pathways as dynamic and non-linear, shaped by interactions between family interpretations, institutional gatekeeping, and structural constraints. Three interconnected stages were identified: (1) initial suspicion and early help-seeking, marked by uncertainty, uneven professional guidance, and trial-and-error navigation; (2) diagnosis and entry into specialised services, in which Special Language Schools functioned as key gateways to diagnostic confirmation and sustained support; and (3) primary education, characterised by discontinuities in intensity, communication, and coordination when support shifted to School Integration Programs (PIE). Across stages, weak intersectoral coordination, socioeconomic barriers to complementary private therapy, and COVID-19-related disruptions accumulated over time, positioning caregivers as informal coordinators of care. Diagnosis also operated as a sociocultural and administrative credential for access to services. In Santiago, DLD support pathways rely heavily on education-sector gateways and caregiver-mediated coordination within a mixed and weakly articulated system. Policies should strengthen early guidance and referral mechanisms, institutionalise coordination between primary care, language schools, and primary education, and reduce inequities by ensuring continuity and adequate intensity of supports without dependence on families' resources.

Background Many adolescents with communication problems (CP), in this case, deaf and hard of hearing (DHH) adolescents and those with developmental language disorders (DLD), tend to experience high levels of stress in their daily lives. Resilience is seen as a protective mechanism that supports adaptive functioning and helps navigate situations involving increased stress; however, little appears to be known about this group’s resilience and the factors that contribute to it. Objective This study assesses resilience and the predictive value of four factors contributing to resilience, dysfunctional schemas, theory of mind (ToM), executive functions (EFs), and social support, in adolescents with CP (DHH, DLD). Participants and setting: A total of 127 adolescents with CP (32 DHH adolescents and 95 with DLD) in special secondary education were assessed. To establish a normative baseline for resilience, a reference group of 86 adolescents without CP in mainstream secondary education was recruited for comparative analysis. Methods Two-sided t -tests and z -tests were used to compare all groups on resilience, and two-sided t -tests were performed to compare DHH adolescents with adolescents with DLD on dysfunctional schemas, ToM, EFs, and social support. Two multiple linear regression analyses, one with and one without controlling for adolescents’ type of communication problems, were conducted to examine the contributions of dysfunctional schemas, ToM, EFs, and social support to resilience. Results Adolescents with CP reported significantly lower resilience than the reference group ( p < 0.001). No differences were found in the reported resilience, dysfunctional schemas, ToM, EFs, and social support between DHH adolescents and adolescents with DLD ( p > 0.1). A multiple linear regression analysis revealed dysfunctional schemas as the only significant predictor of resilience ( p < 0.001), with a standardized beta coefficient of −0.57 indicating a strong negative relationship. Conclusion Adolescents with CP appear to be a quite vulnerable group of youth with low resilience to protect them from the negative effects of stress. Their dysfunctional schemas seem to serve as a predictive factor of their resilience.

We (a) investigated whether children of lower socioeconomic status (SES) are at a greater risk of developmental language disorder (DLD) than children of higher SES, based on standardized assessment; (b) identified the language skills most strongly affected by SES; and (c) examined which standardized and naturalistic measures best differentiate DLD in children from lower SES backgrounds. We compared Russian-speaking children of middle SES (urban) and low SES (rural) on standardized language tasks. To disentangle SES effects from heritable risk for DLD, we further compared low-SES children from two rural populations-one with a high prevalence of DLD and one with an average level of DLD-using standardized language tasks and indices of narrative microstructure. Rural children performed more poorly than urban children across all assessments, whereas the two rural samples differed only minimally on most subtests. Sentence repetition showed the largest SES effect and the smallest DLD effect. In contrast, the only standardized subtest that differentiated the high-risk from average-risk rural group involved following multistep directions, which exhibited a modest SES but a large DLD effect. Most indices of narrative microstructure did not reliably distinguish children at a high risk for DLD from those at an average risk within the rural sample. Our results suggest that rural poverty exerts a pronounced effect on multiple aspects of both expressive and receptive language. Although test bias may account for some of these differences, it is unlikely to explain the large disparity between rural and urban children, particularly on sentence repetition. This pattern indicates that expressive syntax-particularly in tasks with high working memory demands-is especially vulnerable to the effects of social disadvantage, in a manner functionally similar to DLD. In contrast, receptive tasks that require children to follow multipart directions appear to be a relative strength for children from lower SES backgrounds and may serve as a useful diagnostic marker for differentiating heritable DLD in this group of children. https://doi.org/10.23641/asha.32653542.

Many children with oral language difficulties also experience challenges with word reading, as evidenced in the high comorbidity rate between developmental language disorders and dyslexia. The current study investigated a sample of students (n = 357) with language and literacy difficulties classified into latent classes based on pre-intervention performance on word reading and listening comprehension measures. Specifically, this study sought to determine the extent to which latent classes responded to an evidence-based, narrative language program at immediate post-test and a five-month follow-up time point, and whether performance varied as a function of class membership. Findings revealed that students in all latent profiles showed statistically significant improvements in narrative language at post-test, a primary target of the intervention. However, intervention effects varied at a five-month follow-up time point, with students with the greatest listening comprehension and word reading difficulties showing the most notable gains. Instructional response also varied according to performance on a narrative writing measure. These findings suggest that assessing initial performance on key variables may be able to help educators predict student response and adapt intervention plans to more effectively meet individual needs.

This study is the first to examine awareness, knowledge, and attitudes towards dyslexia among the general public in Mainland China. Using an online survey, we collected data on (a) demographics, (b) awareness of dyslexia and other common neurodevelopmental conditions, (c) knowledge of dyslexia causes, symptoms, functional impact, and assessment/intervention, and (d) attitudes towards dyslexia. A total of 1,008 adults from across all major regions of China completed the suvey. Around 70% reported having heard of dyslexia, lower than awareness of autism and ADHD, but higher than that of developmental language disorder. Respondents answered 49% of knowledge items correctly and demonstrated greater knowledge of dyslexia symptoms, followed by functional impact and causes, with weaker knowledge of dyslexia assessment and intervention. Dyslexia awareness and knowledge were higher among younger adults, females, urban residents, non-parents, and those with higher education and income, with some variation across regions. Attitudes towards dyslexia were generally positive, following similar demographic patterns. Although greater awareness was associated with higher levels of knowledge, only dyslexia knowledge uniquely predicted attitudes towards dyslexia after controlling for demographic factors. These indings highlight the need for culturally relevant, awareness-raising campaigns that promote a more accurate understanding of dyslexia. The findings should be interpreted in light of the limitations linked to sampling bias and methods of data collection. Future studies should include the voices of individuals with dyslexia to better understand how social and cultural factors in China influence their lived experiences across development.

ABSTRACT Children benefit from morphosyntactic cues such as grammatical number marking and derivational rules when learning cardinals (one, two, three) and ordinals (first, second, third). However, children with developmental language disorder (DLD) often have difficulties with morphosyntax. We therefore hypothesized that they cannot use morphosyntactic cues to the same extent in their numerical development. We investigated this by comparing the performance of 27 kindergartners with (suspected) DLD (4;04–6;09) and 42 typically developing (TD) peers (4;03–6;04) on two counting measures (Rote Counting & Next Number and two measures of numerical knowledge (Give Me, and Tell Me). The study also explored how verbal and non-verbal background measures predicted children’s counting ability and ordinal comprehension. In line with previous research, we found that children with DLD have counting deficits. In addition, our results revealed substantial delays in ordinal acquisition and qualitative differences between the groups. Unlike TD peers, children with DLD frequently interpreted ordinals as cardinals, and they also failed at different points in the counting routine. We argue that these deviating error-patterns reflect difficulties with rule-based learning. The explanatory role of language deficits was further substantiated by the fact that differences between the tasks were mediated by language abilities. These findings shed new light on numeracy deficits associated with DLD and emphasize the importance of not only investigating quantitative, but also qualitative differences between groups on numeracy tasks.

Norwegian Child and Adolescent Mental Health Services (CAMHS) use the World Health Organization's (WHO) multiaxial diagnostic system based on the International Classification of Diseases, Tenth Revision (ICD-10); however, analysis of prescribing patterns among axes I-III is underexplored in electronic health records (EHRs) with intertwined patient, episode of care, and contact information. This study aimed to develop and demonstrate an analytic pipeline for mining and mapping information from EHRs to facilitate understanding of clinical processes and support informed decision-making. This study used the Norwegian CAMHS EHR data to identify common diagnoses, comorbidities, and medication use across axes I-III per individual contact. We extracted records of patients ≤19 years old with a primary mental health diagnosis on axes I-III and one or more medications per individual contact. Diagnoses were categorized according to ICD-10 and medications according to the Anatomical Therapeutic Chemical (ATC) classification system. Descriptive analyses quantified contact counts, diagnosis frequency, comorbidity rates, and medication frequency within each diagnostic category. Next, we mapped the medications used across all the contacts and noncomorbid contacts separately along each axis. Of 7214 prescribing contacts (axis I: n=7179, 99.51%; axis II: n=821, 11.38%; axis III: n=65, 0.90%), comorbidity was present in 12.06% (n=866) contacts in axis I, 96.10% (n=789) contacts in axis II, and 96.92% (n=63) contacts in axis III. Leading diagnoses were behavioral-emotional disorders (ICD-10 codes F90-F98) in axis I, school skills and learning difficulties (ICD-10 code F81) in axis II, and mild mental retardation (ICD-10 code F70) in axis III. Most observed comorbidities were F90-F98 with speech and language development disorder (ICD-10 code F80), ICD-10 code F81, and mixed specific skills development disorder (ICD-10 code F83). Psychostimulants predominated across all diagnosis axes, with methylphenidate being the most common. For other ATC categories, the most commonly prescribed medications were antidepressants (sertraline and fluoxetine), antipsychotics (risperidone and aripiprazole), hypnotics and sedatives (melatonin), antiepileptics (lamotrigine), anxiolytics (diazepam), and nonpsychotropics (laxatives, vitamins, and supplements). Medication profiles varied minimally by axis or comorbidity status. We demonstrated a mining and mapping analytic pipeline for EHRs to analyze diagnoses, comorbidities, and prescribing practices at the individual contact level. In the Norwegian CAMHS, axis I diagnoses are common, often behavioral-emotional disorders. Among the medications, psychostimulants and antidepressants are common. Beyond characterizing diagnoses and medication prescribing patterns, the study presents an approach for mining and mapping EHR data to analyze and provide service-level metrics, as well as clinical practice insights.

Background: RIDInet-Reading Trainer 2 (RT-2) is a web-platform for the remote treatment of developmental dyslexia (DD) which has been shown to improve reading performance. However, no previous studies have investigated stability in reading improvement after RT-2 training and the influence of a previous diagnosis of developmental language disorder (DLD) and of participants’ age on stability. Objectives: In a sample of 52 Italian-speaking children with DD who participated in a 3-month home-based treatment with RT-2, we aimed (1) to assess the stability in reading improvement after RT-2 training at a 3-month follow-up and the potential moderating role of DLD and age; and (2) to evaluate the impact of RT-2 training in reading comprehension. Results: By implementing linear mixed model analysis, our findings confirmed reading improvement after RT-2 training in word and text reading in DD. Moreover, we observed an overall stability in single-word and text reading speed performances after three months, regardless of the diagnosis of DLD and the age of the participants. Conversely, accuracy showed an overall stability for single-word reading, while it was significantly stable only in the younger participants in text reading. The improvement was educationally relevant as it impacted reading comprehension. Conclusions: The current study supports the use of remotely delivered DD interventions among school-aged children.

Early interventions for children at risk for developmental language disorder (DLD) have not systematically targeted the transition from vocabulary to syntax. This randomized controlled trial examined short-term effects of the Enhanced Milieu Teaching-Sentence Focused (EMT-SF) intervention, an 18-month multiphase intervention, on vocabulary after 6 months (child age = 36 months) and grammar after 12 months (child age = 42 months). Participants included 108 children at risk for DLD between 30 and 31 months of age and their caregivers. Participants spoke only English in the home and were primarily from White, non-Hispanic, college-educated families. Children were randomly assigned to the treatment or control group. Interventionists coached caregivers on EMT-SF strategies via telehealth. Following 6 months of intervention, a latent variable composed of Peabody Picture Vocabulary Test-Fifth Edition (PPVT-5) and Expressive Vocabulary Test-Third Edition scores characterized vocabulary outcomes. Following 12 months of intervention, a latent variable composed of scores on the Structured Photographic Expressive Language Test-Preschool 2 and the Test of Early Grammatical Impairment characterized grammar outcomes. At 36 months, mean vocabulary scores for both groups fell within the average range. Structural equation modeling (SEM) revealed no significant short-term treatment effect on the vocabulary latent variable (p = .458); however, post hoc analyses indicated a significant effect on PPVT-5 scores (p = .042). At 42 months, mean grammar scores for both groups fell below the average range. SEM revealed a significant short-term treatment effect on the grammar latent variable (p = .047). The EMT-SF treatment group demonstrated significantly higher single-word receptive vocabulary scores at 36 months and grammar scores at 42 months than the control group. Grammatical difficulties persisted for most children in both groups at 42 months, further documenting that grammar is a particularly vulnerable language domain for children at risk for DLD. https://doi.org/10.23641/asha.32581677.

Sentence repetition (SR), a task that involves the oral imitation of sentences containing target linguistic forms, is linked to children's language proficiency and ability. Among bilingual children, it can be challenging to determine benchmarks for typical and atypical SR performance due to variations in past and current language experiences. In this cross-sequential longitudinal analysis of 268 Spanish-English bilinguals, we investigated the effects of developmental language disorder (DLD) status, age of first language exposure, and time-varying current language exposure on SR in both Spanish and English. Our findings model 7-year trajectories (from ages 5 to 12 years) of SR development by children with and without DLD across varying degrees of language exposure. All children demonstrated gains in both languages over time. Spanish scores were higher than English scores at baseline, but English performance increased at approximately twice the rate of Spanish, resulting in comparable or higher English mastery by 12 years of age. Children with typical language development (TD) consistently outperformed their peers with DLD within each language, although growth patterns differed by language. In English, children with TD and those with DLD showed similar growth rates, maintaining a persistent performance gap. In Spanish, relatively modest growth among children with TD and steeper growth among children with DLD led to a reduction in the TD-DLD gap over time. Both cumulative and current language exposure contributed to SR performance, with differential effects across languages and diagnostic groups. These findings highlight the importance of accounting for language history in educational and clinical programming.

A significant association between neurotypical (NT) children's language abilities and theory of mind (ToM) false belief (FB) skills has been reported in the literature. Older school-aged children with developmental language disorder (DLD) are characterized by impaired language, yet their FB ToM skills show mixed results. This study aimed to shed light on whether FB skills are affected in children with DLD by investigating two related factors: task modality (verbal [V] vs. nonverbal [NV] mode of assessing ToM) and the potential impact of language abilities on FB performance. A total of 50 NT children and children with DLD (n = 25 each group) aged 9-11 years completed a first- and a second-order ToM task (true beliefs and FBs) in V and NV modes. The groups were matched on age and gender. Children were further evaluated via online one-on-one sessions for morphosyntax, vocabulary, working memory, and NV intelligence quotient. The findings revealed that children with DLD scored lower than did NT children on FBs, and most importantly, they scored similarly in the V and NV modes. Furthermore, children's complement clauses were positively correlated with FBs and emerged as the only significant predictor of FBs in generalized linear mixed-model analyses. As expected, performance on second-order FBs was harder than on first-order FBs. The findings demonstrated that school-aged children with DLD have difficulties in FBs, which do not stem from the modality of the task assessing them when the task does not include complex language. Moreover, out of all sentences children produced, complement clauses were intimately related to their FB skills. These are important findings for the relation of language and FBs, as well as for clinical purposes, as FB skills are crucial for successful communication and hence should be considered carefully in language-impaired populations.

Clinical triage, but also inclusive population sampling in research, requires efficient detection of children likely to be at risk for language impairment (LI), a significant challenge in the case of bilingual children. Our goal was to derive automatic risk factor indices from a parental questionnaire and compare their usefulness in initial identification of children at risk for LI. Alternative risk factor indices were derived from the Quantifying Bilingual Language Experience (Q-BEx) online questionnaire backend calculator, differing in the weight and detail given to language proficiency. Each index was applied to two data sets composed of 5- to 8-year-old children: one with independent diagnosis of developmental language disorder (DLD)/typical development (TD; 109 bilingual children tested in France) and one of largely all-comer children (278 bilingual and monolingual children tested in France, the Netherlands, and the United Kingdom). We compared how these alternative indices predicted (likely) DLD/TD status and structural language outcomes, assessed with Language Impairment Testing in Multilingual Settings tools, designed for bilingual children. RF4-min, a risk factor index composed of four equally weighted components (age of first word, age of first sentence, early development concerns, and strongest speaking skills between the home/heritage language and the societal language), satisfactorily separated bilingual children according to developmental status and was a significant predictor of language outcomes. This composite score showed the best balance between separability, sensitivity, and predictive value compared to indices without a proficiency component or with a more heavily weighted/detailed proficiency component. RF4-min, a Q-BEx automatically derived composite risk factor index, yielded promising results, indicating usefulness as part of first-level triage for LI. https://doi.org/10.23641/asha.32080185.

Digital technologies are increasingly explored as complementary tools in speech and language therapy for children with neurodevelopmental disorders. However, evidence on virtual reality-based interventions for children with developmental language disorder (DLD) remains limited. This study aimed to evaluate the effects of a Virtual Reality Rehabilitation System (VRRS)-based language intervention combined with standard speech therapy in preschool children with DLD. Secondary objectives included assessing the feasibility, usability, and safety of the VRRS-integrated intervention. A randomized controlled pilot study was conducted in preschool children diagnosed with DLD. Participants were allocated to an experimental group receiving VRRS-based language intervention integrated with conventional therapy or to a control group receiving standard speech therapy alone. Both groups attended two 60 min sessions per week for six months. Clinical language outcomes were assessed at baseline (T0) and post-intervention (T1). Feasibility was evaluated through adherence and retention rates, usability through a therapist-completed questionnaire, and safety through monitoring of adverse events during sessions. All participants in the experimental group completed the intervention (100% retention). No adverse events were observed. Therapists reported good usability of the VRRS system, highlighting ease of exercise customization, intuitive monitoring of progress, and good integration into routine therapy. VRRS-based activities integrated into conventional speech therapy appear feasible, safe, and well accepted in preschool children with DLD. Further controlled studies with larger samples are needed to confirm these findings. ClinicalTrials.gov (NCT07438639).

Differentiating between Autism Spectrum Disorder (ASD) and Developmental Language Disorder (DLD) in early childhood, when language and behavioral repertoires are not yet fully developed, remains a major challenge in clinical practice. This study aimed to examine which aspects of social attention are preserved or altered in each condition, using eye-tracking. We analyzed how children explored faces and objects in three groups: children with ASD, children with DLD, and non-clinical children. A paired-preference task was used in which children viewed images with one face and one object. Variables included stimulus type (face vs. object), object interest (related vs. unrelated to autistic circumscribed interests), and facial emotional expression (neutral, happy, angry). The sample included 69 children aged 32 to 74 months (23 per group). Eye-tracking measures captured how quickly children oriented to each stimulus (time to first fixation; prioritization index), how long they looked at it (total fixation duration; preference index), and how sustained their visual engagement was (visit duration; duration index). The ASD group showed preserved orientation toward social stimuli, with no differences relative to the non-clinical group. The ASD and DLD groups differed in the duration index, indicating stronger visual engagement with objects in the ASD group. Both prioritization and preference indices differentiated between clinical and non-clinical groups. These findings characterize how children in each group attend to social and non-social information, highlighting distinct patterns that may inform early differential diagnosis and clinical assessment.

Individuals with developmental language disorder (DLD) are disproportionately represented in the criminal justice system. The prospective associations between DLD and offending, and the educational and criminal justice pathways through which DLD might increase the risk of offending and reoffending, remain unclear. We analysed existing data from the Avon Longitudinal Study of Parents and Children (maximum N = 6,800; 51% female; 9% with DLD) with linked school data (national pupil database) and crime records (Avon and Somerset police records for offences committed between ages 13 and 29 years in the region). DLD was determined when the individuals were aged 7-9 years using direct assessments and parent reports. Regression and mediation models were fitted to the data. Individuals with DLD were more likely (odds ratio 1.74, 95% confidence intervals 1.25, 2.44) to have a recorded offence (i.e. charged or cautioned by the police) compared to those without DLD. School suspension was a significant mediator of the relationship between DLD and recorded offending. However, SEN identification was not associated with recorded offending for those with DLD. There was also no difference in the odds of being given an out of court disposal or reoffending for individuals with DLD compared to those without DLD. Individuals who have DLD are more likely to be cautioned or convicted for an offence by the police than those without DLD, and this may in part be because they are more likely than those without DLD to be suspended from school.

Purpose This study explored the use of Appreciative Inquiry to engage speech-language pathologists in co-designing culturally and contextually responsive diagnostic practices for Developmental Language Disorder in the Northern Territory, Australia. Method Over 18 months, Appreciative Inquiry was delivered through online sessions with Northern Territory Health speech-language pathologists. Using the 4D cycle (Discovery, Dream, Design, Destiny) and a strategic “Detour” to connect local ideas to organisational priorities, participants engaged in collaborative visioning, resource development, and guided reflection on culturally responsive, linguistically appropriate practices. Result The process produced a context specific framework, including guiding principles, contextual considerations, diagnostic resources, and scripts to embed child and family voice. Participants reported increased confidence applying developmental language disorder criteria, improved clarity in diagnostic decision-making, and strengthened professional connections across locations and organisations. The approach fostered ownership, flattened hierarchies, and generated practical outputs adaptable to urban, rural, and remote contexts. Conclusion Appreciative Inquiry is a cost-efficient, inclusive, and flexible methodology for improving rural and remote healthcare services. By aligning locally driven solutions with strategic priorities, Appreciative Inquiry promotes sustainable practice change, collaborative leadership, and culturally and contextually responsive developmental language disorder diagnosis in the Northern Territory.

ABSTRACT This study examined the narrative retelling abilities of Greek-speaking school-aged children (ages 9–11) with and without Developmental Language Disorder (DLD) using the Multilingual Assessment Instrument for Narratives (MAIN). Addressing a gap in the literature, the study investigated group differences in macrostructural and microstructural narrative measurements and their diagnostic accuracy. Fifty children participated (25 DLD, 25 neurotypical), matched for age (mean = 10 years old). Analyses included correlations, MANOVA, Generalized Linear Mixed-effects Models (GLMM) and Receiver Operating Characteristic (ROC). Although the overall MANOVA did not show a significant multivariate effect, children with DLD scored significantly lower on Story Structure, Mean Length of Utterance (MLU), Subordinate Clauses, and Complement Clauses. GLMM analysis indicated that Story Structure and Complement Clauses significantly predicted group membership, while ROC analyses confirmed that Sentence Repetition is the most accurate diagnostic measurement with high sensitivity and specificity. These findings suggest that narrative retelling provides valuable insights into the syntactic and discourse organisation in DLD, complementing the diagnostic measurements of structured language tasks.

Fixel-based white matter atypicalities in relation to language impairment in children with developmental language disorder.

Divergent Cognitive-Linguistic Mechanisms in Mandarin Sentence Recognition: The Impact of F0 Contour and Noise in Children With and Without Developmental Language Disorder.

Individuals with fragile X syndrome (FXS) and Down syndrome (DS) have significant and pervasive challenges in language (and more specifically grammar) and executive functions (EFs). While these aspects of development are linked in autism and developmental language disorder, there has not been an investigation into this in FXS and DS. Thus, the purpose of this study was: 1) to evaluate the feasibility of experimental tasks for language and EFs, 2) to test if there are differences in language and EFs in DS and FXS, and 3) to test if EFs are related to grammatical abilities in DS and FXS within and between groups. Participants included 21 boys with FXS and 25 participants with DS (n = 9 females) between 9-17years of age; groups were matched on chronological age (variance ratio = 1.13; d = 0.04, p = 0.897) and were similar on nonverbal IQ and vocabulary. Participants completed lab-based assessments including standardized assessments of nonverbal IQ and vocabulary, experimental measures of grammar (i.e., grammatical judgment and sentence imitation), three experimental executive function tasks, and a parent report of executive functions. While there were participants who could not complete the tasks, overall the feasibility was high (72-91% participants completed the tasks). Wilcoxon rank-sum tests revealed no significant group differences in experimental grammar or EF tasks. In contrast, large differences emerged on parent-reported EFs, with greater impairment in FXS for shifting and inhibition. We used generalized linear regression models with Gaussian and binomial distributions to examine the relationships between EFs and grammatical abilities. We found that only working memory significantly predicted grammatical judgment. Participants with DS and FXS showed similar grammatical production and comprehension skills, contrasting with prior studies that relied on standardized testing and found more impaired production skills for children and adolescents with DS. Our sentence imitation task highlighted expressive grammar skills in DS, while grammaticality judgment posed challenges as a measure of grammar comprehension. Feasbility was good for all tasks, but there was a range, and younger participants in particular seemed to struggle with some of the tasks. The contrast in group differences between experimental and parent-reports of EFs calls into question whether the two measure EFs in a similar manner. Lastly, our study suggests that the language-EF relationships in intellectual disabilities may diverge from patterns documented in neurotypical development and language impairment without intellectual disability.