Parent And Self-Rating Of Executive Function In Adolescents With Language Impairments And Typically Developing Peers
Year: 2006
Type: article
Study design: Observational Study
Abstract: This study examined parent and self-ratings of executive function in adolescents with language impairments (LI) and in typically developing peers (TD).Eighteen adolescents with LI and eighteen age and sex-matched peers (TD) (age range = 11-18 years of age) rated their executive function in daily living using the Behavior Rating Inventory of Executive Function (BRIEF-SR; Guy, Isquith, & Gioia, 1996), and their parents provided companion ratings using the Behavior Rating Inventory of Executive Function (BRIEF; Gioia, Isquith, Guy, & Kenworth, 1996).Using the Global Executive Composite scores (GEC) from the BRIEF and BRIEF-SR, adolescents in both LI and TD groups rated themselves more positively than did their parents, and the presence of language impairment was associated with more negative ratings by both parents and adolescents.The results of this study suggest that language skills are related to executive function.A greater understanding of this relationship has important implications for both theoretical accounts of language impairment, and also the timing and content of therapeutic intervention.
Author: Deanna Hughes
Institution: Case Western Reserve University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1540695702