Investigating Task Persistence in Preschool Children With Developmental Language Disorder
Publication: Language, Speech, and Hearing Services in Schools
Volume 55, Number 4
Pages 1099-1109
Abstract
Purpose:
The present study was designed to investigate persistence in preschool children with developmental language disorder (DLD) compared to similar-age peers with typical language (TL) on tasks designed to be moderately challenging, yet equivalent in difficulty for both groups.
Method:
Sixteen preschool-age children with DLD were matched to 16 children with TL based on chronological age, biological sex, and maternal education. The children completed two play-based tasks that were designed to elicit some success but impossible to complete. Task persistence was measured by the total time spent attempting to complete each unachievable task.
Results:
Despite equivalent task difficulty for both groups, the children with DLD exhibited less persistence than the TL group. This reduced persistence behavior on the part of the DLD group was a generalized and not a task-specific response.
Conclusions:
Despite experiencing the same degree of success on moderately challenging play-based tasks, the children in the DLD group exhibited reduced task persistence relative to the TL group. Potential implications for reduced persistence for children with DLD are discussed.
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Published In
Language, Speech, and Hearing Services in Schools
Volume 55 • Number 4 • 16 October 2024
Pages: 1099-1109
PubMed: 39217476
Copyright
Copyright © 2024 American Speech-Language-Hearing Association.
History
- Received: Jan 5, 2024
- Revised: Apr 30, 2024
- Accepted: Jun 28, 2024
- Published online: Sep 1, 2024
- Published in issue: Oct 16, 2024
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