Executive Functions and Language: Self-Talk, Syntax, Semantics, and Strategies for Planning and Self-Regulation
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This SIG 1 Perspectives activity focuses on the relationship between language and
executive function (EF) in children with specific language impairment (SLI) and/or
developmental language disorder (DLD). A clinical model of language therapy for
adolescents with DLD and concomitant EF deficits was proposed. Finally, a theoretical
framework for understanding and promoting metacognition and EF as part of
assessment and treatment plans for speech-language pathologists was discussed.
Learning
Outcomes
You
will be able to:
- describe the similarities and differences in self-directed speech between
children with typical language and children with DLD
- formulate small-group therapeutic opportunities for adolescents with DLD
to formulate, revise, and apply verbally stated plans, predictions, and
reasons, as they attempt to solve tangible, challenging activities
- evaluate students’ metacognitive awareness using formal and informal
assessment methods
Assessment
Type
Self-assessment—Think
about what you learned and report on the Completion Form how you will use your
new knowledge.
Articles
in This Course
- Language and Executive Function in Preschoolers With Developmental Language
Disorder: The Role of Self-Directed Speech by Leah L. Kapa and Heidi M. Mettler, published in SIG 1, Volume 6, Issue 6,
December 17, 2021
- Adolescent Language Therapy: Syntax and Semantics for Reasoning and Planning by
Jill K. Fahy and David K. Browning, published in SIG 1, Volume 6, Issue 6, December 17, 2021
- Executive Function, Metacognition, and Language: Promoting Student Success With
Explicit Strategy Instruction by Lynn Meltzer, Michael Aaron Greschler, Kim Davis, and
Caitlin Vanderberg, published in SIG 1, Volume 6, Issue 6, December 17, 2021
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