Non-Linguistic Cognitive Measures as Predictors of Functionally Defined Developmental Language Disorder in Monolingual and Bilingual Children

Autor/inn/en	Park, Jisook; Miller, Carol A.; Sanjeevan, Teenu; Van Hell, Janet G.; Weiss, Daniel J.; Mainela-Arnold, Elina
Titel	Non-Linguistic Cognitive Measures as Predictors of Functionally Defined Developmental Language Disorder in Monolingual and Bilingual Children
Quelle	In: International Journal of Language & Communication Disorders, 56 (2021) 4, S.858-872 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Jisook)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12632
Schlagwörter	Identification; Language Impairments; Cognitive Ability; Psychomotor Skills; Bilingualism; Monolingualism; Elementary School Students; Executive Function; Cognitive Processes; Prediction; Accuracy; Task Analysis; Measures (Individuals); Nonverbal Ability; Intelligence Tests; English; English (Second Language); Mothers; Scores; Language Tests; Second Language Learning + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Denkfähigkeit; Psychomotorische Aktivität; Bilingualismus; Cognitive process; Kognitiver Prozess; Vorhersage; Aufgabenanalyse; Messdaten; Intelligence test; Intelligenztest; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Mother; Mutter; Language test; Sprachtest; Zweitsprachenerwerb
Abstract	Background & Aims: Given that standardized language measures alone are inadequate for identifying functionally defined developmental language disorder (fDLD), this study investigated whether non-linguistic cognitive abilities (procedural learning, motor functions, executive attention, processing speed) can increase the prediction accuracy of fDLD in children in linguistically diverse settings. Methods & Procedures: We examined non-linguistic cognitive abilities in mono- and bilingual school-aged children (ages 8-12) with and without fDLD. Typically developing (TD) children (14 monolinguals, 12 bilinguals) and children with fDLD (28 monolinguals, 12 bilinguals) completed tasks measuring motor functions, procedural learning, executive attention and processing speed. Children were assigned as fDLD based on parental or professional concerns regarding children's daily language functioning. If no concerns were present, children were assigned as TD. Standardized English scores, non-verbal IQ scores and years of maternal education were also obtained. Likelihood ratios were used to examine how well each measure separated the fDLD versus TD groups. A binary logistic regression was used to test whether combined measures enhanced the prediction of identifying fDLD status. Outcomes & Results: A combination of linguistic and non-linguistic measures provided the best distinction between fDLD and TD for both mono- and bilingual groups. For monolingual children, the combined measures include English language scores, functional motor abilities and processing speed, whereas for bilinguals, the combined measures include English language scores and procedural learning. Conclusions & Implications: A combination of non-linguistic and linguistic measures significantly improved the distinction between fDLD and TD for both mono- and bilingual groups. This study supports the possibility of using non-linguistic cognitive measures to identify fDLD in linguistically diverse settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01