Applying an integrative framework of executive function to preschoolers with specific language impairment

Purpose: The first goal of this research was to compare measures of sustained selective attention and working verbal and nonverbal executive function abilities between memory, the verbal inhibition task, and the nonverbal preschoolers with and without specific language impairment shifting task. Comparisons of standardized group (SLI). The second goal was to assess the group differences on differences between executive function measures 4 executive function components in order to determine if the revealed a linear increase with the following order: components may be hierarchically related as suggested within working memory, inhibition, shifting, and sustained a developmental integrative framework of executive function. selective attention. Method: This study included 26 4- and 5-year-olds diagnosed Conclusion: The pattern of results suggests that preschoolers with SLI and 26 typically developing age- and sex-matched with SLI have deficits in executive functioning compared with peers. Participants were tested on verbal and nonverbal typical peers, and deficits are not limited to verbal tasks. A measures of sustained selective attention, working memory, significant linear relationship between group differences inhibition, and shifting. across executive function components supports the Results: The SLI group performed worse compared with possibility of a hierarchical relationship between executive typically developing children on both verbal and nonverbal function skills.