Parent and self-ratings of executive function in adolescents with specific language impairment

Abstract

The results of this study suggest that many adolescents with SLI have perceived impairments in executive functions that affect their performance in daily living. What remains to be determined is whether language and executive function impairments are co-morbid conditions or causally linked. Few assessment tools address the unique characteristics of adolescent clinical populations, including those with SLI. These findings suggest that self- and parent ratings of executive function may offer useful information for treatment planning. A greater understanding of the relation of executive functions to language has important implications for the timing and content of therapeutic intervention.

Social Cognition in Adolescent Girls With Fragile X Syndrome

“…The finding of higher self- than parent ratings of social functioning in adolescents with FXS is consistent with results of other studies of adolescents with disabilities (e.g., Burgess & Turkstra, 2010; Hughes, Turkstra, & Wulfeck, 2007), in which adolescents rated their own social lives as being better than their parents perceived. The underlying cause of the discrepancy in self- vs. parent-rated outcomes is unknown.…”

Executive and intellectual functioning in school-aged children with specific language impairment

“…A subset of children with SLI had EFs rated in the clinically impaired range as in earlier studies (Hughes et al . , Wittke et al . ).…”

“…At the same time, Hughes et al . () demonstrated that adolescents with SLI have deficits compared with peers in executive behaviour measured with the BRIEF. Over half the parents of adolescents with SLI rated their child's EFs as being over the cut‐off score for abnormal.…”

Parent- and Self-Ratings of Executive Functions in Adolescents and Young Adults With Spina Bifida

“…In contrast, BRIEF-PR T-scores frequently were one or more standard deviations higher than corresponding BRIEF-SR T-scores on the Behavioral Regulation (36.3%), Metacognition (33.4%), and the Global Executive Composite (38.8%) Indices. Similar disparity between parent-and self-report using the BRIEF-PR and BRIEF-SR has been described in other clinical populations (Hughes, Turkstra, & Wulfeck, 2009). …”