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Shifting in School-Aged Children With Developmental Language Disorder.

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Title: Shifting in School-Aged Children With Developmental Language Disorder.
Authors: Baron, Lauren S.1 lbaron@mghihp.edu, Gul, Asiya1, Schafer, Annika L.1, Black, Kelsey B.1, Fox, Annie B.2, Arbela, Yael1
Source: Journal of Speech, Language & Hearing Research. Nov2025, Vol. 68 Issue 11, p5414-5433. 20p.
Subject Terms: *Elementary schools, *Preschools, *Factor analysis, *Comparative studies, *Short-term memory, *Intelligence tests, *Children, Word deafness, Task performance, Research funding, Prompts (Psychology), Executive function, Evoked potentials (Electrophysiology), Electroencephalography, Descriptive statistics, Paradigms (Social sciences), Reaction time, Data analysis software, Task shifting, Medical care costs
Abstract: Purpose: Many children with developmental language disorder (DLD) demonstrate impaired executive function skills, including shifting. However, language demands in shifting tasks make it difficult to accurately assess shifting ability. Combining behavioral measures (accuracy, reaction time) with event-related potentials (ERPs) can help dissociate the effects of language and shifting ability on task performance. Method: This study examined shifting in 40 children, aged 8-12 years (20 with DLD, 20 with typical language development [TD]). A cued set-shifting paradigm presented visual cues to switch between two response rules. Single-rule blocks contained "Single" trials that repeated the same rule. Mixed-rule blocks contained "Switch" and "Stay" trials that alternated rules pseudorandomly. The amplitude and latency of the cue-P3 ERP component, indexing shift cue processing, were compared across groups and trial types. Results: Children with DLD had significantly longer reaction times than children with TD, but they achieved comparable accuracy. Mixing Cost was significantly greater for children with TD than DLD, reflecting an appropriate response to increased task difficulty in the mixed-rule blocks compared to the single-rule blocks. Switching Cost was significantly greater for children with DLD than TD, suggesting protracted processing of Switch versus Stay trials in the mixed-rule blocks. ERP data revealed different patterns of the cue-P3 component in each group; however, differences were not statistically significant. Children with TD had similar amplitude and latency across trial types. Children with DLD exhibited reduced amplitude for Single cues and delayed processing of Switch cues. Correlations between behavioral and electrophysiological measures were limited. Conclusions: While children with DLD performed as accurately as their peers with TD, they took significantly longer to process cues and submit responses. Electrophysiological data suggest that cue processing may differ among children with DLD compared to those with TD, but more work is needed to assess the nature of these differences. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Shifting in School-Aged Children With Developmental Language Disorder.
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  Data: <searchLink fieldCode="AR" term="%22Baron%2C+Lauren+S%2E%22">Baron, Lauren S.</searchLink><relatesTo>1</relatesTo><i> lbaron@mghihp.edu</i><br /><searchLink fieldCode="AR" term="%22Gul%2C+Asiya%22">Gul, Asiya</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Schafer%2C+Annika+L%2E%22">Schafer, Annika L.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Black%2C+Kelsey+B%2E%22">Black, Kelsey B.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Fox%2C+Annie+B%2E%22">Fox, Annie B.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Arbela%2C+Yael%22">Arbela, Yael</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Nov2025, Vol. 68 Issue 11, p5414-5433. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligence+tests%22">Intelligence tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Word+deafness%22">Word deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Prompts+%28Psychology%29%22">Prompts (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Evoked+potentials+%28Electrophysiology%29%22">Evoked potentials (Electrophysiology)</searchLink><br /><searchLink fieldCode="DE" term="%22Electroencephalography%22">Electroencephalography</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Paradigms+%28Social+sciences%29%22">Paradigms (Social sciences)</searchLink><br /><searchLink fieldCode="DE" term="%22Reaction+time%22">Reaction time</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Task+shifting%22">Task shifting</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+care+costs%22">Medical care costs</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Many children with developmental language disorder (DLD) demonstrate impaired executive function skills, including shifting. However, language demands in shifting tasks make it difficult to accurately assess shifting ability. Combining behavioral measures (accuracy, reaction time) with event-related potentials (ERPs) can help dissociate the effects of language and shifting ability on task performance. Method: This study examined shifting in 40 children, aged 8-12 years (20 with DLD, 20 with typical language development [TD]). A cued set-shifting paradigm presented visual cues to switch between two response rules. Single-rule blocks contained "Single" trials that repeated the same rule. Mixed-rule blocks contained "Switch" and "Stay" trials that alternated rules pseudorandomly. The amplitude and latency of the cue-P3 ERP component, indexing shift cue processing, were compared across groups and trial types. Results: Children with DLD had significantly longer reaction times than children with TD, but they achieved comparable accuracy. Mixing Cost was significantly greater for children with TD than DLD, reflecting an appropriate response to increased task difficulty in the mixed-rule blocks compared to the single-rule blocks. Switching Cost was significantly greater for children with DLD than TD, suggesting protracted processing of Switch versus Stay trials in the mixed-rule blocks. ERP data revealed different patterns of the cue-P3 component in each group; however, differences were not statistically significant. Children with TD had similar amplitude and latency across trial types. Children with DLD exhibited reduced amplitude for Single cues and delayed processing of Switch cues. Correlations between behavioral and electrophysiological measures were limited. Conclusions: While children with DLD performed as accurately as their peers with TD, they took significantly longer to process cues and submit responses. Electrophysiological data suggest that cue processing may differ among children with DLD compared to those with TD, but more work is needed to assess the nature of these differences. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189241815
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2025_JSLHR-25-00074
    Languages:
      – Code: eng
        Text: English
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      Pagination:
        PageCount: 20
        StartPage: 5414
    Subjects:
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Preschools
        Type: general
      – SubjectFull: Factor analysis
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Short-term memory
        Type: general
      – SubjectFull: Intelligence tests
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Word deafness
        Type: general
      – SubjectFull: Task performance
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Prompts (Psychology)
        Type: general
      – SubjectFull: Executive function
        Type: general
      – SubjectFull: Evoked potentials (Electrophysiology)
        Type: general
      – SubjectFull: Electroencephalography
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Paradigms (Social sciences)
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      – SubjectFull: Reaction time
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      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Task shifting
        Type: general
      – SubjectFull: Medical care costs
        Type: general
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      – TitleFull: Shifting in School-Aged Children With Developmental Language Disorder.
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            – D: 01
              M: 11
              Text: Nov2025
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              Y: 2025
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