Abstract
Speech and language deficits often occur in preschool children, and empirical studies have indicated an association between language impairments and challenges in different cognitive domains. The primary aim of the current study was to evaluate the associations between speech and language deficits, executive function (EF) impairments, Attention Deficit/Hyperactivity Disorder (ADHD), and aspects of giftedness in Greek preschoolers based on assessments from their teachers. Investigating the associations between aspects of EFs, ADHD, and giftedness was another objective of the current study. Finally, we examined on a sample of Greek preschool children the convergent validity of the LAMP screening test in relation to the following questionnaires: the Childhood Executive Functioning Inventory (CHEXI), the ADHD-IV Questionnaire, the Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P), and the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS). For the purpose of the present study, 20 kindergarten teachers and 71 Greek preschoolers (41 boys and 30 girls) were included in the sample. Data analysis revealed that according to teachers' estimations, speech and language deficits are positively associated to a statistically significant degree with ADHD and with deficits in working memory (WM) and inhibition. On the other hand, aspects of preschool-aged creativity and giftedness were significantly correlated negatively with speech and language deficits. Additionally, the findings demonstrated a negative correlation between aspects of giftedness and ADHD symptoms as well as poor achievement on working memory (WM) and inhibition assessment tests. Furthermore, there was no association between hyperactivity/inhibition deficit and creativity, which is an aspect of giftedness. The moderate positive associations of the LAMP screening test with the psychometric tools of measurement of ADHD and executive function (EF) deficits, and the negative associations with the scales of giftedness showed the good convergent and distinct validity of the LAMP assessment test.