Developing Executive Control Skills in Preschool Children With Language Impairment This article discusses executive functions in preschool children with language impairments. Critical stages of executive function development are reviewed with respect to the key skills of inhibition, working memory and cognitive flexibility. Strategies for assessing executive functions are presented. Finally the article describes strategies for developing inhibitory control, planning and ... Article
Article  |   March 01, 2014
Developing Executive Control Skills in Preschool Children With Language Impairment
Author Affiliations & Notes
  • Karole Howland
    Department of Speech, Language, Hearing Sciences, Boston University, Boston, MA
  • Financial Disclosure: Karole A. Howland is a Clinical Assistant Professor at Boston University.
    Financial Disclosure: Karole A. Howland is a Clinical Assistant Professor at Boston University.×
  • Nonfinancial Disclosure: Karole A. Howland has no nonfinancial interests related to the content of this article.
    Nonfinancial Disclosure: Karole A. Howland has no nonfinancial interests related to the content of this article.×
Article Information
School-Based Settings / Language Disorders / Attention, Memory & Executive Functions / Articles
Article   |   March 01, 2014
Developing Executive Control Skills in Preschool Children With Language Impairment
SIG 1 Perspectives on Language Learning and Education, March 2014, Vol. 21, 51-60. doi:10.1044/lle21.2.51
SIG 1 Perspectives on Language Learning and Education, March 2014, Vol. 21, 51-60. doi:10.1044/lle21.2.51

This article discusses executive functions in preschool children with language impairments. Critical stages of executive function development are reviewed with respect to the key skills of inhibition, working memory and cognitive flexibility. Strategies for assessing executive functions are presented. Finally the article describes strategies for developing inhibitory control, planning and cognitive flexibility in preschool children, in the context of their language therapy sessions, in the classroom, and in the home.

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