Ntourou Katerina, Anderson Julie D, Wagovich Stacy A
Department of Speech and Hearing Sciences, Indiana University, Bloomington, IN, United States.
Department of Speech and Hearing Sciences, Indiana University, Bloomington, IN, United States.
J Fluency Disord. 2018 Jun;56:18-32. doi: 10.1016/j.jfludis.2017.12.001. Epub 2017 Dec 30.
The purpose of this study was to examine the executive function (EF) abilities of preschool children who do (CWS) and do not stutter (CWNS) using a parent-report questionnaire and a behavioral task.
Participants were 75 CWS and 75 CWNS between the ages of 3;0 and 5;11 (years; months). Parents rated their children's EF abilities using the Behavioral Rating Inventory of Executive Function-Preschool Version (BRIEF-P; Gioia, Espy, & Isquith, 2003). Children's ability to integrate cognitive flexibility, inhibitory control, and working memory was measured using a behavioral task, the Head-Toes-Knees-Shoulders (HTKS; Cameron Ponitz, McClelland, Matthews, & Morrison, 2009).
The CWS were judged by their parents as being less proficient in working memory, shift/flexibility, and overall EF than the parents of the CWNS. Children in the CWS group were also 2½ to 7 times more likely than children in the CWNS group to exhibit clinically significant difficulties with EF. Behavioral task findings revealed that 3-year old CWS performed more poorly than their peers on the HTKS. Parental ratings of executive function and working memory were significantly and moderately correlated with receptive and expressive vocabulary skills only for the CWNS group.
CWS have more difficulty with EF in everyday life and may experience early delays in their ability to integrate aspects of attention and EF compared to CWNS.
本研究旨在通过家长报告问卷和行为任务,考察口吃儿童(CWS)和非口吃儿童(CWNS)的执行功能(EF)能力。
参与者为75名年龄在3岁0个月至5岁11个月之间的口吃儿童和75名非口吃儿童。家长使用执行功能行为评定量表学前版(BRIEF-P;乔亚、埃斯皮和伊斯基思,2003年)对孩子的执行功能能力进行评分。使用一项行为任务——头-趾-膝-肩任务(HTKS;卡梅伦·波尼茨、麦克莱兰、马修斯和莫里森,2009年)来测量儿童整合认知灵活性、抑制控制和工作记忆的能力。
与非口吃儿童的家长相比,口吃儿童的家长认为其在工作记忆、转换/灵活性和整体执行功能方面能力较差。口吃儿童组的儿童在执行功能方面出现临床显著困难的可能性也比非口吃儿童组的儿童高出2.5至7倍。行为任务结果显示,3岁的口吃儿童在头-趾-膝-肩任务中的表现比同龄人更差。仅在非口吃儿童组中,执行功能和工作记忆的家长评分与接受性和表达性词汇技能显著且中度相关。
与非口吃儿童相比,口吃儿童在日常生活中执行功能方面存在更多困难,并且在整合注意力和执行功能方面的能力可能较早出现延迟。