Enhancing Practitioner Skills through Understanding the Relationship between Narrative Skills and Executive Functions in Children

As practitioners dedicated to creating optimal outcomes for children, it is essential to integrate data-driven decisions into our methodologies. The recent research article, "The Relationship between Narrative Skills and Executive Functions across Childhood: A Systematic Review and Meta-Analysis," offers critical insights that can enhance our practice. This blog aims to distill key findings from this research and provide actionable strategies for improving practitioner skills.

Key Findings from the Research

The systematic review and meta-analysis encompassed 30 studies with 285 effect sizes, involving children aged 3 to 18 years. The research revealed that executive functions (EFs) and narrative competence (NC) are weakly but significantly associated (r = 0.236, p < 0.001). This association is stronger in preschool and early elementary school grades and becomes more independent after the age of seven. Additionally, the relationship is more pronounced in atypically developing children and for macrostructural NC.

Age-Related Changes

• The association between EFs and NC decreases with age, with a notable decline after seven years old.
• In children younger than seven, various EF domains (inhibition, working memory, flexibility, planning) are equally associated with NC.
• After seven years, specific links between EFs and NC become more apparent, with behavioral inhibition showing a stronger association.

Implications for Typically vs. Atypically Developing Children

• Between ages 3 and 7, the association between EFs and NC is stronger in atypically developing children.
• After seven years, the strength of the association between EFs and NC becomes similar for both typically and atypically developing children.

Actionable Strategies for Practitioners

Based on these findings, practitioners can implement several strategies to enhance their practice:

Early Intervention

Given the stronger association between EFs and NC in younger children, early intervention is crucial. Implementing narrative-based interventions and EF training programs for preschoolers can yield significant long-term benefits.

Tailored Approaches for Atypically Developing Children

For children with atypical development, such as those with ADHD, autism spectrum disorder (ASD), or specific language impairment (SLI), focused interventions targeting both EFs and NC can be particularly effective. Early and intensive support in these areas can help mitigate the challenges these children face.

Focus on Macrostructural Narrative Skills

In the early years, interventions should emphasize macrostructural elements of narratives, such as story coherence and richness of content. This focus can leverage the stronger association between EFs and macrostructural NC in younger children.

Continued Development of Behavioral Inhibition

After seven years, maintaining a focus on developing behavioral inhibition can be beneficial, as it continues to show a significant association with NC. Activities that promote self-regulation and impulse control can support this development.

Encouraging Further Research

While the current research provides valuable insights, there is a need for more longitudinal studies to understand the long-term relationship between EFs and NC. Practitioners are encouraged to stay informed about ongoing research and consider participating in studies that explore these critical areas of child development.

To read the original research paper, please follow this link: The Relationship between Narrative Skills and Executive Functions across Childhood: A Systematic Review and Meta-Analysis.