1-083 - Executive Function in atypically developing children

Session Type: Paper Symposium

Integrative Statement

Executive Function in atypically developing children

There is great interest in how Executive Functions (EF) develop in children. EF includes working memory, planning, inhibition, switching and are major components in cognitive control (Diamond, 2013). EFs are extremely important for educational and social-emotional development. Because of this, cases of developmental delays which might be impact on EF, language and cognitive skills are beginning to be explored. The research in this symposium has the potential to influence future theoretical models of EF as well as inform practitioners working with atypical populations in educational settings.
Paper 1 details the findings from a large-scale longitudinal investigation of language and EF in children born deaf. Findings suggest that language relates to EF development in complex ways both across different functions and communication profiles.
Paper 2 outlines the role of EF and language for development of cognitive and educational abilities in children with autism. The findings will be related to explanations of variability in educational outcomes. The paper also suggests some intervention programmes to ‘exercise’ EF in preschool children with autism.
Paper 3 reports findings from a large-scale study of language, literacy and EF in children with language impairment. Findings indicate EF may be a contributor to the development of decoding abilities in reading. These findings have special relevance to children with language and reading impairments.
The discussant, a leading international expert on EF will explore how atypical EF development can inform our general understanding of this crucial aspect of child development.

Sub Unit

• Cognitive Processes

Chair

• Gary Morgan, City University

Discussant

• Adele Diamond, University of British Columbia

Individual Presentations

• Impact of deafness on executive function development - Presenting Author: Anna Jones, UCL; Chloe Marshall, University of London; Nicola Botting, City University; Joanna Atkinson, UCL; Kathryn Mason, University College London; Gary Morgan, City University

• Individual differences in executive function are related to school readiness in preschoolers’ with autism - Presenting Author: Elizabeth Pellicano, Institute of Education, University of London

• The relation between executive functioning, processing speed, naming speed and single word reading - Presenting Author: David Messer, 10Charge; Lucy Henry, City University London; Gilly Nash, City University London