ASHA Learning Pass

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

1. 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
2. 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
3. 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