Relations between Everyday Executive Functioning and Language in Youth with Down Syndrome and Youth with Autism Spectrum Disorder.
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| Title: | Relations between Everyday Executive Functioning and Language in Youth with Down Syndrome and Youth with Autism Spectrum Disorder. |
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| Authors: | Udhnani, Manisha (AUTHOR), Perez, Megan (AUTHOR), Clasen, Liv S. (AUTHOR), Adeyemi, Elizabeth (AUTHOR), Lee, Nancy Raitano (AUTHOR) |
| Source: | Developmental Neuropsychology. Mar/Apr2020, Vol. 45 Issue 2, p79-93. 15p. 5 Charts. |
| Subjects: | Autism spectrum disorders, Down syndrome |
| Abstract: | Language and executive functioning are major impairments in many neurodevelopmental disorders, but little is known about the relations between these constructs, particularly using parent-report. Thus, the current research sought to examine relations between executive function and language in two groups - Down syndrome (DS; n=41; Mage = 11.2) and autism spectrum disorder (ASD; n=91; Mage = 7.7). Results were as follows: in DS, executive function predicted pragmatic, but not structural language after covarying for age, sex, and social functioning; in ASD, executive function predicted both. Findings highlight the interrelatedness of language and executive functioning and may have implications for intervention development. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Language and executive functioning are major impairments in many neurodevelopmental disorders, but little is known about the relations between these constructs, particularly using parent-report. Thus, the current research sought to examine relations between executive function and language in two groups - Down syndrome (DS; n=41; Mage = 11.2) and autism spectrum disorder (ASD; n=91; Mage = 7.7). Results were as follows: in DS, executive function predicted pragmatic, but not structural language after covarying for age, sex, and social functioning; in ASD, executive function predicted both. Findings highlight the interrelatedness of language and executive functioning and may have implications for intervention development. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 87565641 |
| DOI: | 10.1080/87565641.2019.1706518 |
