In this installment of Child Language Case Studies, Margo Kinzer Courter, MBA, MA, CCC-SLP, BCS-CL, examines the connection between executive function and language development in younger students.
Students with developmental language disorder (DLD) may have difficulty with working memory, selective and sustained auditory attention, flexible thinking, planning, organization, and self-monitoring. Supporting these skills during language intervention can help students pause, reflect on auditory information, and apply their language skills in other settings.
Using the case of a kindergarten student with a language disorder and significant executive function challenges, Margo shares practical strategies for addressing executive function within language intervention. She also offers ideas for collaborating with educators to help younger students use these skills more successfully in the classroom.
Students with developmental language disorder (DLD) may have difficulty with working memory, selective and sustained auditory attention, flexible thinking, planning, organization, and self-monitoring. Supporting these skills during language intervention can help students pause, reflect on auditory information, and apply their language skills in other settings.
Using the case of a kindergarten student with a language disorder and significant executive function challenges, Margo shares practical strategies for addressing executive function within language intervention. She also offers ideas for collaborating with educators to help younger students use these skills more successfully in the classroom.
