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ABSTRACT: In this article, executive functions and selfregulation are defined and the reciprocal influence of these factors on the performance of students with language-learning disorders (LLD) is explored. A case study demonstrates the integration of executive functions, self-regulation, and language processes within speech and language assessment and intervention. Clinicians are urged to consider the interactive effects of executive function, self-regulatory, and language processes when addressing the needs of students with LLD. .
KEY WORDS: executive functions, self-regulation, language
With writing and talking, too much information floods my mind at once. I don't know how to present it in a clear way. I especially have a hard time when I lose focus of what I want to say or when I lose my organization.... I often only "half bake" an argument. (George, age 16)
Like many students with developmental language disorders, George experiences problems with effective communication and performance in the classroom. George is frustrated by his difficulty communicating and is increasingly anxious about talking in class and dealing with new writing assignments. His teachers wonder whether he has mastered classroom content due to his difficulty expressing what he knows and what he thinks. His classmates become impatient with him when he cannot express his ideas clearly. Although he maintains good friendships, he notes, "my friends just know that's how I am; they tolerate me." No single factor explains George's difficulty with communication and academic participation; a number of factors interact and constrain his performance. In addition to language production processes, these factors include executive function and self-regulatory processes.
The purpose of this article is to define our understanding of executive functions and self-regulation and their influence on the performance of students with languagelearning disorders (LLD). We summarize an intervention approach based on our work with George, a high school student. In doing so, principles that integrate executive functions, self-regulation, and language into effective intervention are addressed.
WHAT ARE EXECUTIVE FUNCTIONS AND SELF-REGULATION?
Although there are differences in the ways that the terms executive function and self-regulation are used, both are considered "meta" constructs. Aspects of executive functions and self-regulation overlap, yet these terms also refer to independent constructs (Borkowski & Burke, 1996). For the purposes of this article, we make a distinction between these...