Investigating Task Persistence in Preschool Children With Developmental Language Disorder.

IF 2.2 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools Pub Date : 2024-10-16 Epub Date: 2024-09-01 DOI:10.1044/2024_LSHSS-23-00196

Madison Formanek, Tammie J Spaulding

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引用次数: 0

Abstract

Purpose: The present study was designed to investigate persistence in preschool children with developmental language disorder (DLD) compared to similar-age peers with typical language (TL) on tasks designed to be moderately challenging, yet equivalent in difficulty for both groups.

Method: Sixteen preschool-age children with DLD were matched to 16 children with TL based on chronological age, biological sex, and maternal education. The children completed two play-based tasks that were designed to elicit some success but impossible to complete. Task persistence was measured by the total time spent attempting to complete each unachievable task.

Results: Despite equivalent task difficulty for both groups, the children with DLD exhibited less persistence than the TL group. This reduced persistence behavior on the part of the DLD group was a generalized and not a task-specific response.

Conclusions: Despite experiencing the same degree of success on moderately challenging play-based tasks, the children in the DLD group exhibited reduced task persistence relative to the TL group. Potential implications for reduced persistence for children with DLD are discussed.

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调查学龄前语言发育障碍儿童的任务持续性

目的：本研究旨在调查患有发育性语言障碍（DLD）的学龄前儿童与具有典型语言（TL）的同龄儿童相比，在设计为中等难度但对两组儿童来说难度相当的任务上的坚持性：方法：16 名患有发育性语言障碍（DLD）的学龄前儿童与 16 名患有典型语言障碍（TL）的儿童根据年龄、生理性别和母亲教育程度进行了配对。这些儿童完成了两项以游戏为基础的任务，这些任务的设计旨在取得一定的成功，但不可能完成。任务的持续性是通过尝试完成每项无法完成的任务所花费的总时间来衡量的：结果：尽管两组儿童的任务难度相当，但患有 DLD 的儿童比 TL 组儿童表现出更少的坚持性。DLD 组儿童的这种持久性降低行为是一种普遍反应，而不是针对特定任务的反应：结论：尽管在中等难度的游戏任务中取得了相同程度的成功，但相对于传统游戏组，DLD 组儿童表现出的任务坚持性降低了。本文讨论了持续性降低对 DLD 儿童的潜在影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language

CiteScore

4.40

自引率

12.50%

发文量

165

期刊介绍： Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.