Evidence map›Paper›PMID 31311054›Full record

ReviewSeminars in speech and language2019

A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder.

Laura Friedman, Audra Sterling

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in Seminars in speech and language, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 47 papers, 4 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
47citing papers in PubMed, 4 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

47 citing papers in PubMed, 4 syntheses or guidelines pooled it.

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  10. Visual Working Memory in Adolescents with Autism Spectrum Disorder.Journal of autism and developmental disorders · 2026
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors.

Laura FriedmanDepartment of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, Wisconsin.
Audra SterlingDepartment of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, Wisconsin.

Funding

Waisman Intellectual and Developmental Disabilities Research Center Down Syndrome RegistryU54HD090256 · NICHD · UNIVERSITY OF WISCONSIN-MADISON · PI POLLAK, SETH D · 2016 to 2020
$6.0M
Interdisciplinary Training in Speech-Language DisordersT32DC005359 · NIDCD · UNIVERSITY OF WISCONSIN-MADISON · PI ELLIS-WEISMER, SUSAN · 2002 to 2019
$3.7M
NICHD NIH HHS U54 HD090256NIDCD NIH HHS T32 DC005359
6 · The paper itself

Abstract

Difficulties with both executive functions and language skills are common but variable in autism spectrum disorder (ASD). Executive functions and language skills are related to one another, such that vocabulary, syntax, and pragmatics are related to domains of working memory, shifting, and inhibition in ASD, although the directionality of these relationships remains unclear. Moreover, interventions that target pragmatic ability have been found to improve executive function skills, and conversely, executive function interventions are linked with improvements in social skills in children with ASD. We review the literature on executive functions, language skills, and their relationship in ASD; discuss factors that may be driving inconsistent findings; and explore clinical applications from the research thus far.

Indexed as

Executive FunctionAutism Spectrum DisorderChildChild, PreschoolComorbidityFemaleHumansInhibition, PsychologicalLanguage Development DisordersMaleMemory, Short-TermReference ValuesVerbal LearningVocabulary

Identifiers

PMID31311054
PMCPMC7012379

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.