Specific Language or Working Memory Impairments: A Small Scale Observational Study

Autor/inn/en	Archibald, Lisa M. D.; Joanisse, Marc; Edmunds, Alan
Titel	Specific Language or Working Memory Impairments: A Small Scale Observational Study
Quelle	In: Child Language Teaching and Therapy, 27 (2011) 3, S.294-312 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659010396779
Schlagwörter	Language Impairments; Standardized Tests; Questionnaires; Short Term Memory; Observation; Educational Research; Children; Public Schools; Attention; Task Analysis; Spatial Ability; Behavior Problems; Investigations; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Standadised tests; Standardisierter Test; Fragebogen; Kurzzeitgedächtnis; Beobachtung; Bildungsforschung; Pädagogische Forschung; Child; Kind; Kinder; Public school; Öffentliche Schule; Aufmerksamkeit; Aufgabenanalyse; Räumliches Vorstellungsvermögen; Untersuchung
Abstract	Study of the developmental relationship between language and working memory skills has only just begun, despite the prominent role of their interdependency in some theoretical accounts of developmental language impairments. Recently, Archibald and Joanisse (2009) identified children with specific language impairment (SLI), or specific working memory impairment (SWMI), or mixed language and working memory impairment (Mixed) based on standardized testing. In the present study, we report a first effort to provide clinical verification of these profiles by describing the social, behavioral, and academic characteristics of individual group members. Two each of children with SLI, SWMI, or Mixed impairments, individually paired with six typically developing classmates, were observed in their classroom, and their teachers completed questionnaires related to communication, working memory, and attention. Children with impairments were distinguished from typically developing children; however, relatively few patterns further distinguished the children with SLI, SWMI, and Mixed impairments. Interestingly, the children with memory impairments were found to have some language-related difficulties, and the children with language impairments, some memory-related difficulties. The limitations of these preliminary findings and future directions are discussed. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10