Graduate Program
Communication Disorders and Sciences
Degree Name
Master of Science (MS)
Semester of Degree Completion
2012
Thesis Director
Jill Fahy
Thesis Committee Member
Rebecca Throneburg
Thesis Committee Member
Lynn Calvert
Thesis Committee Member
Angela Anthony
Abstract
The purpose of this study was to examine differences in executive functions of typically developing, at-risk, and language impaired preschoolers. It also evaluated the relationship between preschool children's language skills and daily functional use of executive function skills as rated by parents.
Subjects included 45 children who attended central Illinois preschool programs. Executive functions were measured with the Behavioral Rating Inventory of Executive Functions -Preschool edition (BRIEF-P), oral language skills were measured with the Peabody Picture Vocabulary Test (PPVT) and the Clinical Evaluation of Language Fundamentals -Preschool Edition (CELF-P), and oral narrative skills were measured using the Renfrew Bus Story.
ANOV As were calculated to determine differences in executive functions between groups. The Typical Language (TL) group scored significantly better than At Risk (AtR) and Language Impaired (LI) groups on executive functions of Inhibit, Working Memory, and Plan/Organize,. The TL group performed significantly better than AtR for Emotional Control and better than LI for Shift.
Pearson correlations between test scores were calculated to determine the relationship between language skills and executive functions. Significant relationships were found between several measures oflanguage (receptive, expressive, content, and structure) and components of executive function (inhibition, working memory, planning/organization, shifting and emotional control). The strongest correlations were found between executive functions measured on the Metacognition Index, which encompass working memory and planning. Results imply that effective language skills, including functional language tasks (e.g., story-telling and discourse), executive functions such as inhibitory control, shifting, emotional control, working memory, and planning.
Recommended Citation
Trainor, Kathleen, "Executive functions in preschool children with typical and disordered language" (2012). Masters Theses. 757.
https://thekeep.eiu.edu/theses/757
