Sustained Attention in Children with Primary Language Impairment: A Meta-Analysis

Autor/inn/en	Ebert, Kerry Danahy; Kohnert, Kathryn
Titel	Sustained Attention in Children with Primary Language Impairment: A Meta-Analysis
Quelle	In: Journal of Speech, Language, and Hearing Research, 54 (2011) 5, S.1372-1384 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2011/10-0231)
Schlagwörter	Language Impairments; Children; Meta Analysis; Attention; Effect Size; Reaction Time; Accuracy; Comparative Analysis; Auditory Stimuli; Visual Stimuli + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Child; Kind; Kinder; Meta-analysis; Metaanalyse; Aufmerksamkeit; Reaktionsvermögen; Auditive Stimulation
Abstract	Purpose: This study provides a meta-analysis of the difference between children with primary or specific language impairment (LI) and their typically developing peers on tasks of sustained attention. The meta-analysis seeks to determine whether children with LI demonstrate subclinical deficits in sustained attention and, if so, under what conditions. Method: Articles that reported empirical data from the performance of children with LI, in comparison to typically developing peers, on a task assessing sustained attention were considered for inclusion. Twenty-eight effect sizes were included in the meta-analysis. Two moderator analyses addressed the effects of stimulus modality and attention-deficit/hyperactivity disorder exclusion. In addition, reaction time outcomes and the effects of task variables were summarized qualitatively. Results: The meta-analysis supports the existence of sustained attention deficits in children with LI in both auditory and visual modalities, as demonstrated by reduced accuracy compared with typically developing peers. Larger effect sizes are found in tasks that use auditory-linguistic stimuli than in studies that use visual stimuli. Conclusions: Future research should consider the role that sustained attention weaknesses play in LI as well as the implications for clinical and research assessment tasks. Methodological recommendations are summarized. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10