Verbal Mediation During Shifting in School-Aged Children With Developmental Language Disorder.
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| Title: | Verbal Mediation During Shifting in School-Aged Children With Developmental Language Disorder. |
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| Authors: | Baron, Lauren S.1 lbaron@mghihp.edu, Black, Kelsey B.1, Schafer, Annika L.1, Gul, Asiya1, Fox, Annie B.2, Arbel, Yael1 |
| Source: | Journal of Speech, Language & Hearing Research. Oct2026, Vol. 69 Issue 10, p5031-5050. 20p. |
| Subject Terms: | *Problem solving, *Developmental disabilities, Language disorders in children, Task performance, Executive function, Descriptive statistics, Chi-squared test, Odds ratio, Child development deviations, Confidence intervals, Reaction time |
| Abstract: | Purpose: Children with developmental language disorder (DLD) often exhibit deficits in executive function. These deficits may be linked to less effective verbal mediation or the use of self-directed language to guide task performance. This study examined the role of verbal mediation during an executive shifting task. Method: Twenty-seven children aged 8–12 years (15 with DLD, 12 with typical development [TD]) completed a cued local–global task with verbal mediation (baseline) and without (articulatory suppression). Shifting performance was measured as accuracy and reaction time. Trial-type contrasts for mixing costs (general task demands) and switching costs (trial-level shifting) were examined. Analyses controlled for age and selective attention. Results: Children with DLD responded more slowly than their peers with TD but achieved comparable accuracy. All children were slower and less accurate during articulatory suppression compared to baseline. A significant three-way interaction for accuracy indicated that mixing costs were larger for children with DLD than TD at baseline, but they were the same under articulatory suppression. Two-way interactions for reaction time indicated that mixing costs were larger in the DLD group than the TD group and larger during articulatory suppression than baseline. Conclusions: The detrimental effect of articulatory suppression was greater for children with TD than children with DLD, which suggests that language ability contributed to executive function task performance. Verbal mediation may play a larger role in sustaining task goals than in making trial-level switching decisions during shifting tasks. There is a need to further explore verbal mediation mechanisms contributing to executive function in DLD. [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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 197829279 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Verbal Mediation During Shifting in School-Aged Children With Developmental Language Disorder. – Name: Author Label: Authors Group: Au 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="%22Black%2C+Kelsey+B%2E%22">Black, Kelsey B.</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="%22Gul%2C+Asiya%22">Gul, Asiya</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="%22Arbel%2C+Yael%22">Arbel, Yael</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Oct2026, Vol. 69 Issue 10, p5031-5050. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Developmental+disabilities%22">Developmental disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Language+disorders+in+children%22">Language disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Odds+ratio%22">Odds ratio</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development+deviations%22">Child development deviations</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Reaction+time%22">Reaction time</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: Children with developmental language disorder (DLD) often exhibit deficits in executive function. These deficits may be linked to less effective verbal mediation or the use of self-directed language to guide task performance. This study examined the role of verbal mediation during an executive shifting task. Method: Twenty-seven children aged 8–12 years (15 with DLD, 12 with typical development [TD]) completed a cued local–global task with verbal mediation (baseline) and without (articulatory suppression). Shifting performance was measured as accuracy and reaction time. Trial-type contrasts for mixing costs (general task demands) and switching costs (trial-level shifting) were examined. Analyses controlled for age and selective attention. Results: Children with DLD responded more slowly than their peers with TD but achieved comparable accuracy. All children were slower and less accurate during articulatory suppression compared to baseline. A significant three-way interaction for accuracy indicated that mixing costs were larger for children with DLD than TD at baseline, but they were the same under articulatory suppression. Two-way interactions for reaction time indicated that mixing costs were larger in the DLD group than the TD group and larger during articulatory suppression than baseline. Conclusions: The detrimental effect of articulatory suppression was greater for children with TD than children with DLD, which suggests that language ability contributed to executive function task performance. Verbal mediation may play a larger role in sustaining task goals than in making trial-level switching decisions during shifting tasks. There is a need to further explore verbal mediation mechanisms contributing to executive function in DLD. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: 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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2026_JSLHR-25-00790 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 5031 Subjects: – SubjectFull: Problem solving Type: general – SubjectFull: Developmental disabilities Type: general – SubjectFull: Language disorders in children Type: general – SubjectFull: Task performance Type: general – SubjectFull: Executive function Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Chi-squared test Type: general – SubjectFull: Odds ratio Type: general – SubjectFull: Child development deviations Type: general – SubjectFull: Confidence intervals Type: general – SubjectFull: Reaction time Type: general Titles: – TitleFull: Verbal Mediation During Shifting in School-Aged Children With Developmental Language Disorder. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Baron, Lauren S. – PersonEntity: Name: NameFull: Black, Kelsey B. – PersonEntity: Name: NameFull: Schafer, Annika L. – PersonEntity: Name: NameFull: Gul, Asiya – PersonEntity: Name: NameFull: Fox, Annie B. – PersonEntity: Name: NameFull: Arbel, Yael IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10924388 Numbering: – Type: volume Value: 69 – Type: issue Value: 10 Titles: – TitleFull: Journal of Speech, Language & Hearing Research Type: main |
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