Relationship Between Permissive Parenting Behavior and Children's Pragmatic Competence: Double Para-effect of Executive Function Difficulty and Smart Device Addiction

2021 ◽  
Vol 8 (6) ◽  
pp. 99-114
Author(s):  
Hye-Ran KIM ◽  
Choon-Kyung KIM
Keyword(s):  
Executive Function ◽  
Parenting Behavior ◽  
Pragmatic Competence ◽  
Smart Device ◽  
Permissive Parenting

scholarly journals A Multi-Method Investigation of Pragmatic Development in Individuals With Down Syndrome

2017 ◽  
Vol 122 (4) ◽  
pp. 289-309 ◽  
Author(s):  
Michelle Lee ◽  
Lauren Bush ◽  
Gary E. Martin ◽  
Jamie Barstein ◽  
Nell Maltman ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Executive Function ◽  
Theory Of Mind ◽  
Parent Report ◽  
Standardized Assessments ◽  
Pragmatic Competence ◽  
Pragmatic Language ◽  
Expressive Vocabulary ◽  
Pragmatic Development ◽  
Mental Age

Abstract This longitudinal study examined pragmatic language in boys and girls with Down syndrome (DS) at up to three time points, using parent report, standardized and direct assessments. We also explored relationships among theory of mind, executive function, nonverbal mental age, receptive and expressive vocabulary, grammatical complexity, and pragmatic competence. Controlling for cognitive and language abilities, children with DS demonstrated greater difficulty than younger typically developing controls on parent report and standardized assessments, but only girls with DS differed on direct assessments. Further, pragmatic skills of individuals with DS developed at a delayed rate relative to controls. Some sex-specific patterns of pragmatic impairments emerged. Theory of mind and executive function both correlated with pragmatic competence. Clinical and theoretical implications are discussed.

scholarly journals Parenting behavior and child ADHD

2022 ◽  
Author(s):  
Qi Zhang ◽  
James Janford Li
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Parenting Behaviors ◽  
Parenting Behavior ◽  
Positive Parenting ◽  
Adhd Symptoms ◽  
Negative Parenting ◽  
Child Adhd ◽  
Adhd Treatment ◽  
Reward Responsivity

Objective: Parenting behavior is a well-established correlate of offspring ADHD. Yet, little is known about how parenting exerts its effects on offspring ADHD. We examined whether prospective associations between positive and negative parenting behaviors and child ADHD symptoms are mediated by deficits in child executive function (EF) and reward responsivity (RR). Method: A total of 135 children, with and without ADHD were assessed at mean ages 6 and 8. Children completed tasks on EF, and parents completed questionnaires about their parenting, and their children’s RR and children’s ADHD symptoms. Results: Negative parenting (but not positive parenting) was indirectly associated with offspring ADHD subtypes via the effects of Wave 1 EF and RR at Wave 2. Conclusion: Individual differences in EF and RR during the early childhood years may constitute a potential pathway by which negative parenting behaviors exerts its effects on subsequent offspring ADHD. Treatment implications are discussed.

The Relation Between Family Structure and Young Adolescents' Appraisals of Family Climate and Parenting Behavior

1993 ◽  
Vol 14 (2) ◽  
pp. 279-290 ◽  
Author(s):  
LAWRENCE A. KURDEK ◽  
MARK A. FINE
Keyword(s):  
Family Structure ◽  
Parenting Behavior ◽  
Family Process ◽  
Young Adolescents ◽  
Family Climate ◽  
Family Structures ◽  
Authoritarian Parenting ◽  
Biological Parents ◽  
Permissive Parenting

Young adolescents (mean age = 11.99 years) who lived with both biological parents (BP), a single divorced mother (DM), a single divorced father (DF), a mother and stepfather (SF), a father and a stepmother (SM), or a multiply divorced parent (MD) ( ns = 681, 78, 21, 146, 36, and 55, respectively) appraised dimensions of family climate (supervision, warmth, conflict, and order) and dimensions of parenting (permissive, authoritatian, and authoritative). Differences among these six family structures were found on warmth (BP > SF), conflict (BP < SM, SF; DM < SM), permissive parenting (BP < DF, MD; SM < DM, DF, SF, MD), and authoritarian parenting (DM, SF, MD < DF). Gender did not moderate family structure differences. The findings are consistent with the view that different family structures vary on dimensions of family process.

Executive Functions and Clinical and Academic Outcomes in Speech-Language Pathology Graduate Students

2020 ◽  
Vol 5 (5) ◽  
pp. 1221-1230
Author(s):  
Jane Roitsch ◽  
Kimberly A. Murphy ◽  
Anastasia M. Raymer
Keyword(s):  
Executive Function ◽  
Academic Outcomes ◽  
Graduate Program ◽  
Performance Outcomes ◽  
Future Research ◽  
Speech Language Pathology ◽  
Grade Point ◽  
Praxis Ii ◽  
Language Pathology ◽  
Preliminary Study

Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of objective EF scores and self-reported EF scores were related to clinical and academic outcomes of graduate speech-language pathology students. Conclusion As results of this preliminary study suggest that EF tests may be related to clinical and academic outcomes, future research can move to study the potential role of EF measures in the graduate admissions process in clinical graduate programs such as speech-language pathology.

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