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Int J Speech Lang Pathol. 2018 Aug;20(4):422-433. doi: 10.1080/17549507.2017.1293159. Epub 2017 Mar 17.

Working memory in school-age children with and without a persistent speech sound disorder.

Author information

1
a Department of Communication Sciences and Disorders , Emerson College , Boston , MA , USA.
2
b MGH-Institute of Health Professions , Boston , MA , USA , and.
3
c University of Nebraska-Lincoln, Special Education and Communication Disorders , Lincoln , NE , USA.

Abstract

PURPOSE:

The aim of this study was to explore the role of working memory processes as a possible cognitive underpinning of persistent speech sound disorders (SSD).

METHOD:

Forty school-aged children were enrolled; 20 children with persistent SSD (P-SSD) and 20 typically developing children. Children participated in three working memory tasks - one to target each of the components in Baddeley's working memory model: phonological loop, visual spatial sketchpad and central executive.

RESULT:

Children with P-SSD performed poorly only on the phonological loop tasks compared to their typically developing age-matched peers. However, mediation analyses revealed that the relation between working memory and a P-SSD was reliant upon nonverbal intelligence.

CONCLUSION:

These results suggest that co-morbid low-average nonverbal intelligence are linked to poor working memory in children with P-SSD. Theoretical and clinical implications are discussed.

KEYWORDS:

Baddeley’s working memory model; nonverbal intelligence; school-aged children; speech sound disorders; working memory

PMID:
28306339
PMCID:
PMC5754259
[Available on 2019-08-01]
DOI:
10.1080/17549507.2017.1293159

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