Abstract：Objective To explore the characteristics of executive function in preschoolers with developmental language disorder (DLD), and provide a theoretical basis for early identification and intervention of DLD. Methods Twenty children with DLD (DLD group) and 20 age- (±3 months) and gender-matched, typically developing children (control group), aged from 49.30 to 71.27 months, were enrolled. Children's language ability and executive function were evaluated by the diagnostic receptive and expressive assessment of Mandarin and Chinese behavior rating inventory of executive function-preschool version, respectively. T-test was used to analyze the differences in executive function between the groups. Pearson correlation analysis was used to analyze the relationship between language and executive function, and the discriminant analysis was used to evaluate executive function to identify children with DLD. Results Children with DLD performed worse than typically developing children. Except for emotional control scale, the differences of other scales were statistically significant(P<0.05). Language ability was related positively with executive function (P<0.05). Behavior rating inventory of executive function for preschoolers could correctly identify 75% of DLD children. Conclusion Preschoolers with DLD not only have difficulties in language learning, but also in executive function. Therefore, both language and executive function intervention for children with DLD should be taken into account.
林媛媛，章依文. 学龄前语言障碍儿童的执行功能特征研究[J]. 教育生物学杂志, 2021, 9(3): 179-.
LIN Yuanyuan, ZHANG Yiwen. Characteristics of executive function in preschoolers with developmental language disorder. JOURNAL OF BIO-EDUCATION, 2021, 9(3): 179-.