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dc.contributor.authorHungerford, Suzanne
dc.contributor.authorGonyo, Katharine
dc.contributor.authorWhitford, Shasta
dc.contributor.authorBassendowski, Nancy
dc.date.accessioned2018-04-04T18:31:48Z
dc.date.accessioned2020-07-21T13:12:51Z
dc.date.available2018-04-04T18:31:48Z
dc.date.available2020-07-21T13:12:51Z
dc.date.issued2009
dc.identifier.urihttp://hdl.handle.net/20.500.12648/1208
dc.descriptionPoster session presented at the annual meeting of the New York Speech Language Hearing Association, Saratoga Springs, NY., May, 2009.
dc.description.abstractThis study examined social, behavioral, and executive function characteristics in a group of children referred for auditory and language processing assessment. Teacher ratings of executive functions were compared to parent ratings to determine if teacher's or parent's ratings are better predictors of social skill deficits or problem behaviors. Further, eight executive function skills were examined to determine which are most related to social skills and which are most related to problem behaviors.
dc.language.isoen_US
dc.subjectexecutive function
dc.subjectsocial skills
dc.subjectproblem behaviors
dc.subjectlanguage
dc.titleExecutive Functions and Their Relationship to Social Skills and Problem Behaviors
dc.typePresentation
refterms.dateFOA2020-07-21T13:33:35Z
dc.description.institutionSUNY Plattsburgh


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