{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,30]],"date-time":"2026-07-30T07:24:08Z","timestamp":1785396248752,"version":"3.56.0"},"reference-count":27,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2015,1,13]],"date-time":"2015-01-13T00:00:00Z","timestamp":1421107200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"funder":[{"DOI":"10.13039\/100000055","name":"National Institute on Deafness and Other Communication Disorders","doi-asserted-by":"publisher","award":["T32DC005359"],"award-info":[{"award-number":["T32DC005359"]}],"id":[{"id":"10.13039\/100000055","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp;amp; Comm Disor"],"published-print":{"date-parts":[[2015,3]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Many children with language impairment present with deficits in other areas, including executive functioning (EF), attention and behaviour. Similarly, many children receiving services for attention or behaviour problems have deficits in language ability.<\/jats:p><\/jats:sec><jats:sec><jats:title>Aims<\/jats:title><jats:p>To evaluate the relations among EF, language ability and behaviour problems in a sample of school\u2010age children with a wide range of language and behaviour profiles. The following research questions were addressed: Does performance on EF tasks predict language ability? Do language ability and EF predict problems with attention, internalizing and\/or externalizing?<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods &amp; Procedures<\/jats:title><jats:p>EF was defined as referring to the separable, yet related, processes of shifting, updating working memory and inhibition as specified in the latent variable model of EF. Children aged 8\u201311 years recruited from an urban school district completed standardized language and cognitive assessments and a computerized task assessing EF. Their parents completed standardized questionnaires assessing the children's EF and problem behaviours. Regression analyses were conducted.<\/jats:p><\/jats:sec><jats:sec><jats:title>Outcomes &amp; Results<\/jats:title><jats:p>Regression analyses revealed that EF did not contribute to language ability beyond the variance accounted for by nonverbal reasoning. Language ability contributed to attention problems when entered as a single predictor, but was no longer significant when the EF measures were added to the model. Language ability did not significantly contribute to internalizing or externalizing behaviour problems. Parent\u2010reported inhibition was a robust predictor of attention, internalizing and externalizing behaviour problems.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions &amp; Implications<\/jats:title><jats:p>In this sample of school\u2010age children, language ability was related to attention problems, but not to internalizing or externalizing. Children with behaviour problems may have particular difficulty with inhibition.<\/jats:p><\/jats:sec>","DOI":"10.1111\/1460-6984.12104","type":"journal-article","created":{"date-parts":[[2015,1,13]],"date-time":"2015-01-13T21:02:54Z","timestamp":1421182974000},"page":"144-150","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":16,"title":["Language ability, executive functioning and behaviour in school\u2010age children"],"prefix":"10.1111","volume":"50","author":[{"given":"Courtney","family":"Karasinski","sequence":"first","affiliation":[{"name":"University of Wisconsin\u2010Madison  Madison WI USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2015,1,13]]},"reference":[{"key":"e_1_2_7_2_1","volume-title":"Manual for ASEBA School\u2010Age Forms & Profiles","author":"Achenbach T. 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