Executive function and childhood stuttering: Parent ratings and evidence from a behavioral task
Journal of Fluency Disorders, ISSN: 0094-730X, Vol: 56, Page: 18-32
2018
- 31Citations
- 118Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations31
- Citation Indexes31
- 31
- CrossRef18
- Captures118
- Readers118
- 118
Article Description
The purpose of this study was to examine the executive function (EF) abilities of preschool children who do (CWS) and do not stutter (CWNS) using a parent-report questionnaire and a behavioral task. Participants were 75 CWS and 75 CWNS between the ages of 3;0 and 5;11 (years; months). Parents rated their children’s EF abilities using the Behavioral Rating Inventory of Executive Function–Preschool Version (BRIEF-P; Gioia, Espy, & Isquith, 2003). Children’s ability to integrate cognitive flexibility, inhibitory control, and working memory was measured using a behavioral task, the Head-Toes-Knees-Shoulders (HTKS; Cameron Ponitz, McClelland, Matthews, & Morrison, 2009). The CWS were judged by their parents as being less proficient in working memory, shift/flexibility, and overall EF than the parents of the CWNS. Children in the CWS group were also 2½ to 7 times more likely than children in the CWNS group to exhibit clinically significant difficulties with EF. Behavioral task findings revealed that 3-year old CWS performed more poorly than their peers on the HTKS. Parental ratings of executive function and working memory were significantly and moderately correlated with receptive and expressive vocabulary skills only for the CWNS group. CWS have more difficulty with EF in everyday life and may experience early delays in their ability to integrate aspects of attention and EF compared to CWNS.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S0094730X17300116; http://dx.doi.org/10.1016/j.jfludis.2017.12.001; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85041863731&origin=inward; http://www.ncbi.nlm.nih.gov/pubmed/29443692; https://linkinghub.elsevier.com/retrieve/pii/S0094730X17300116; https://dx.doi.org/10.1016/j.jfludis.2017.12.001
Elsevier BV
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