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Exekutive Funktionen und psychopathologische Symptome bei Kindern mit Spezifischer Sprachentwicklungsstörung

Published Online:May 31, 2016https://doi.org/10.1026/0942-5403/a000200

Abstract

Zusammenfassung. Eine Inanspruchnahmepopulation von Kindern mit Spezifischer Sprachentwicklungsstörung (SSES) im Alter von sechs bis neun Jahren (n = 47) wurde in Hinblick auf nonverbale Intelligenz, Sprache, exekutive Funktionen (EF) und psychopathologische Symptome (CBCL) untersucht und mit einer Kontrollgruppe (n = 53) ohne Entwicklungsstörungen verglichen. EF-Defizite wurden signifikant häufiger bei Kindern mit SSES (53 %) als bei Kindern der Kontrollgruppe (19 %) gefunden, diese Unterschiede erwiesen sich als unabhängig von der nonverbalen Intelligenz. EF-Defizite korrelierten mit erhöhtem Risiko für psychopathologische Symptome, insbesondere bei Kindern mit SSES. Das Ergebnis latenter Klassenanalysen weist auf zwei unterschiedliche Teilgruppen von Kindern mit Sprachdefiziten hin, wobei nur eine davon gehäuft EF-Defizite sowie psychopathologische Symptome zeigt, analog zu zwei weiteren Teilgruppen ohne Sprachdefizite. Implikationen dieser Ergebnisse für die Diagnostik werden im Beitrag diskutiert.


Executive Functioning and Psychopathological Symptoms in Children With Specific Language Impairment

Abstract. Comorbidity rates in children with specific language impairment (SLI) are significantly increased as compared with children with normal language development. So are deficits in executive functions (EF). The main objective of this study was to investigate interrelations between intelligence, EF, psychopathology, and linguistic parameters. A clinical sample of monolingual German children with specific language impairment (SLI) aged between 6 and 9 years (n = 47) was compared with a control group (n = 53) for nonverbal intelligence (WISC-IV: perceptual reasoning), language (vocabulary, expressive grammar, sentence comprehension), parent-reported executive functions (BRIEF), and psychopathology (CBCL). Inclusion criteria were a nonverbal IQ greater than 80, absence of hearing loss and pervasive developmental disorders. The control group consisted of age-matched children without SLI. First, group comparisons concerning BRIEF scales/indices and CBCL indices were carried out using ANOVAS. The analyses were run with and without controlling for IQ. Second, bivariate correlations between BRIEF scores, CBCL scores, and language performances were calculated. Third, the percentages of children with clinically elevated scores in one (BRIEF or CBCL) or both (BRIEF and CBCL) parent-rated questionnaires were recorded. Finally, latent class analysis was used to identify potential clusters of children related to SLI, psychopathological symptoms, and executive deficits. Children with SLI showed significantly higher problem scores in every BRIEF scale/index and CBCL index. Language domains correlated weakly but significantly with the BRIEF index score Metacognitive Control and moderately with the BRIEF index score Behavioral Regulation. Deficits in EF were found more frequently in children with SLI (53 %) than in the control group (19 %); these differences remained significant after controlling for nonverbal IQ. Elevated BRIEF scores were associated with higher CBCL scores, especially in children with SLI. Latent class analysis revealed two subgroups of children with language impairments, only one of them showing considerable EF deficits and increased rates of psychopathology. Two analogous subgroups were found for children without language impairments. This well-matched sample of monolingual German children with and without SLI supports the hypothesis that SLI is not only a domain-specific disorder by identifying four different groups of children with and without language/EF problems and psychopathology. On the one hand, these results stress the need for examination of nonlanguage domains in children with SLI; on the other hand, clinicians should be aware of possible language problems in children with EF deficits or higher rates of psychopathology.

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