Verbal Fluency Deficits in Children With Specific Language Impairment: Slow Rapid Naming or Slow to Name?

Weckerly, Jill; Wulfeck, Beverly; Reilly, Judy

doi:10.1076/chin.7.3.142.8741

Cited by 62 publications

(63 citation statements)

References 40 publications

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“…Rapid automatic naming has been found to add unique variance to the prediction of reading ability even beyond that explained by the best individual predictor variable, phonological processing skill (see for reviews Manis et al 1999;Wolf and Bowers 1999). These results are also consistent with research findings in several other fields, including genetics (e.g., Davis et al 2001), language (e.g., Catts et al 1999;Weckerly et al 2001), and the neurosciences (Wolf et al 2000). Research across multiple disciplines seems to indicate that processing speed is critical to proficient academic skills and many cognitive skills including verbal ability and reasoning.…”

Section: Discussionsupporting

confidence: 79%

Academic Processing Speed Mediates the Influence of Both Externalizing Behavior and Language Skills on the Academic Skills of Students with Emotional Disturbance

et al. 2007

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The results from previous research suggest that there is a relatively small (albeit statistically significant) relationship between the externalizing behavior and academic skills of students with emotional disturbance (ED). Researchers have also found that the majority of these students have language deficits that hinder their academic performance. The purposes of this study were to investigate the mediating role of academic processing speed (i.e., academic fluency) on the relationship between: (a) The externalizing behavior and academic skills of K-12 students with ED; and (b) language skills and academic skills of students with ED. Results indicate that academic processing speed mediated the influence of both language skills and externalizing behavior on academic skills of this population. The findings, limitations, and implications were discussed.Benner e t a l . i n Journal o f Behavioral education 17 (2008) 64 Keywords: emotional disturbance, academic fluency, language skills, emotional and behavioral disorders, academic skills, processing speed, externalizing behavior, language skills IntroductionStudents with emotional disturbance (ED) are likely to evince deficits in academic skills. Trout et al. (2003) conducted a comprehensive review of studies in which researchers investigated the academic functioning of students with ED. Researchers of 91% (i.e., 31 of 35) of the studies reviewed over a 40-year time frame (i.e., 1961-2000) reported that students with ED showed substantial deficits in academic skills (i.e., below grade level or one or more years behind their peers). Further, the gap in the academic functioning between students with ED and those without disabilities was found to be moderate to large (Effect Size = −0.69) (Reid et al. 2004). Given the academic difficulties of many students with ED, it is of interest to identify factors that influence their academic skills.Researchers to date have focused on the types of problem behavior related to the academic skills of students with ED (Barriga et al. 2002;Mattison et al. 1998;Nelson et al. 2004). Researchers have mostly relied on categorical or clinical diagnostic systems such as the Diagnostic and Statistical Manual of Mental Disorders (DSM) in these studies. For example, Mattison et al. (1998) used the DSM-III (American Psychiatric Association 1980) to examine the categories of problem behavior that are related to the academic achievement of students with ED. These researchers found that conduct/oppositional disorder was related to academic achievement of a convenience sample of elementary and secondary aged students with ED. Moreover, researchers of the Multimodal Treatment Study (Abikoff et al. 2002) found that the presence of co-morbid Attention Deficit Hyperactivity Disorder and Disruptive Behavior Disorders were more strongly related to academic achievement deficits than either psychiatric disorders alone or in combination. Nelson et al. (2004) extended this work by using a dimensional classification system and multiple regression a...

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Section: Discussionsupporting

confidence: 79%

Academic Processing Speed Mediates the Influence of Both Externalizing Behavior and Language Skills on the Academic Skills of Students with Emotional Disturbance

et al. 2007

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“…These results are contrary to what was expected and they are diffi cult to explain (Weckerly, Wulfeck, & Reilly, 2001), though we do advance two non-mutually exclusive hypotheses. The fi rst points to the fact that this is a group who attends speech-language therapy and more than half the children (n=16) have already attended the two fi rst years of school.…”

Section: Discussioncontrasting

confidence: 56%

Distúrbio Específico de Linguagem: Caracterização Neuropsicológica

Coelho

Albuquerque

Simões

2013

Paidéia (Ribeirão Preto)

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This study's objective was to characterize the neuropsychological functioning of children with Specifi c Language Impairment (SLI), in the areas of visual and verbal memory, attention/executive functions, and visual-perceptual functions. The sample consisted of 28 children with SLI and 28 children without SLI. Both groups were comparable in terms of age, gender, school grade and socioeconomic level. The assessment instruments used are part of Coimbra's Neuropsychological Assessment Battery and data were analyzed through parametric and nonparametric statistical tests. In general, the results differentiate the performances of children with SLI from those observed in children without SLI. In comparison to the control group, the group of children with SLI obtained poorer results in visual memory and verbal memory, selective and sustained attention, executive functions, semantic verbal fl uency, visual-perceptual functions and processing speed. Keywords: neuropsychological assessment, language disorders Distúrbio Específi co de Linguagem: Caracterização NeuropsicológicaResumo: O presente estudo pretende caracterizar o funcionamento neuropsicológico de crianças com Distúrbio Específi co de Linguagem (DEL) nas áreas da memória visual e verbal, atenção/funções executivas e funções visuopercetivas. A amostra é constituída por 28 crianças com DEL e 28 crianças sem DEL, sendo ambos os grupos equiparáveis em termos de idade, género, ano de escolaridade e nível socioeconómico. Para o efeito, recorreu-se a testes da Bateria de Avaliação Neuropsicológica de Coimbra e os dados foram analisados através de testes estatísticos paramétricos e não paramétricos. De um modo geral, os resultados obtidos diferenciam os desempenhos das crianças com DEL dos observados em crianças sem DEL. Em concreto, e comparativamente ao grupo de controlo, o grupo de crianças com DEL apresentou resultados signifi cativamente inferiores na memória visual e memória verbal, na atenção seletiva e sustentada, nas funções executivas, na fl uência verbal semântica, nas funções visuopercetivas e na velocidade de processamento. Palavras-chave: avaliação neuropsicológica, distúrbios da linguagem Trastorno Específi co del Desarrollo del Lenguaje: Caracterización NeuropsicológicaResumen: Este estudio trata de caracterizar el funcionamiento neuropsicológico de niños con Trastorno Específi co del Desarrollo del Lenguaje (TEDL) en las áreas de la memoria visual y verbal, atención/funciones ejecutivas y funciones visuoperceptivas. La muestra abarcó a 28 niños con TEDL y 28 niños sin TEDL, ambos grupos equiparables en términos de edad, género, nivel de escolaridad y nivel socioeconómico. Para tal efecto, se aplicó los test de la Batería de Valoración Neuropsicológica de Coimbra y los datos fueron analizados con testes estadísticos paramétricos y no paramétricos. En general, los resultados obtenidos diferencian los desempeños de los niños con y sin TEDL: el grupo de niños con TEDL presentaba resultados signifi cativamente inferiores en la memoria visual y verba...

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“…Tests of lexical abilities that involve word retrieval, such as object naming and word or list recall, are often impaired in SLI (Bishop, 1997;Fazio, 1998;Fazio, 1999; Kamhi and Catts, 1986; Katz et al, 1992;McGregor and Appel, 2002; Royle et al, draft;Weckerly et al, 2001). In contrast, tasks probing receptive lexical abilities, such as comprehension and especially recognition tasks, are often relatively spared (Clarke and Leonard, 1996;Dollaghan, 1987; Kiernan, 1998;Vargha-Khadem et al, 1995;Weismer and Hesketh, 1996).…”

Section: Expressive Vs Receptive Tasksmentioning

confidence: 99%

Specific Language Impairment is not Specific to Language: the Procedural Deficit Hypothesis

Ullman

Pierpont

2005

Cortex

691

751

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Specific Language Impairment (SLI) has been explained by two broad classes of hypotheses, which posit either a deficit specific to grammar, or a non-linguistic processing impairment. Here we advance an alternative perspective. According to the Procedural Deficit Hypothesis (PDH), SLI can be largely explained by the abnormal development of brain structures that constitute the procedural memory system. This system, which is composed of a network of inter-connected structures rooted in frontal/basal-ganglia circuits, subserves the learning and execution of motor and cognitive skills.Crucially, recent evidence also implicates this system in important aspects of grammar. The PDH posits that a significant proportion of individuals with SLI suffer from abnormalities of this brain network, leading to impairments of the linguistic and non-linguistic functions that depend on it. In contrast, functions such as lexical and declarative memory, which depend on other brain structures, are expected to remain largely spared. Evidence from an in-depth retrospective examination of the literature is presented. It is argued that the data support the predictions of the PDH, and particularly implicate Broca's area within frontal cortex, and the caudate nucleus within the basal ganglia. Finally, broader implications are discussed, and predictions for future research are presented. It is argued that the PDH forms the basis of a novel and potentially productive perspective on SLI. INTRODUCTIONSpecific Language Impairment (SLI) is generally defined as a developmental disorder of language in the absence of frank neurological damage, hearing deficits, severe environmental deprivation, or mental retardation (for diagnostic definitions and prevalence of SLI, see Bishop, 1992;Leonard, 1998;Tomblin et al., 1997). Other terms have also been used to label such children, including developmental dysphasia, language impairment, language learning disability, developmental language disorder, delayed speech and deviant language (Leonard, 1998;Ahmed et al., 2001). Several factors have complicated attempts to provide a unified theory of SLI, or even of subgroups of SLI. First, despite the standard use of exclusionary criteria to diagnose SLI, the disorder is clearly not limited to language.Rather the linguistic impairments co-occur with a number of non-linguistic deficits, including impairments of motor skills and working memory, and with other disorders, such as Attention Deficit Hyperactivity Disorder (Hill, 2001;Leonard, 1998;Tirosh and Cohen, 1998). Second, even though SLI must be a consequence of some sort of neural dysfunction, the neural correlates of the disorder have been largely ignored. This potentially valuable information could provide important constraints on explanatory accounts of the disorder. Third, SLI is a classification that is quite heterogeneous (Leonard, 1998;Stromswold, 2000). Surveys document variation within and across subgroups in the particular aspects of language that are affected and in the types of co-occurring no...

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Verbal Fluency Deficits in Children With Specific Language Impairment: Slow Rapid Naming or Slow to Name?

Cited by 62 publications

References 40 publications

Academic Processing Speed Mediates the Influence of Both Externalizing Behavior and Language Skills on the Academic Skills of Students with Emotional Disturbance

Academic Processing Speed Mediates the Influence of Both Externalizing Behavior and Language Skills on the Academic Skills of Students with Emotional Disturbance

Distúrbio Específico de Linguagem: Caracterização Neuropsicológica

Specific Language Impairment is not Specific to Language: the Procedural Deficit Hypothesis

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