A Mann–Whitney U test revealed that the LI and typical groups’ FBC

Objective Participants: percent correct scores did not differ significantly (p = .07).
The aims of this preliminary study were to describe false-belief Forty-six preschool age children from Head Start, all of whom were
comprehension (FBC) in Spanish-speaking children from lower SES mostly Spanish speaking. LI status was determined through Child demonstrated any FBC LI Typical
backgrounds, discuss the relationship between FBC and other cognitive/ triangulation (evaluation by a certified SLP, parent report of concern,
linguistic measures, and identify clinical and research implications. scored in LI range on Expressive & Receptive Language Subtests of YES 40% 58%
SPLS-4.)
NO 60% 42%
LI Group (N = 22) TD Group (N = 24) t test
Background M SD M SD
False-belief comprehension (FBC) is a linguistic and sociocognitive
milestone in which children learn to recognize that people can hold Age 4;2 0;10 4;5 0;10 -1.24 Conclusions
beliefs about the world that may be incorrect.1 In a recent meta-analysis FBC was significantly correlated with non-verbal IQ, but stronger
SPLS-4 Receptive 74.95 13.69 97.25 7.70 -6.71
(N = 104 studies) a moderate-large effect size was found between associations were detected between FBC and language measures.
language and FBC in English-speaking children when age was SPLS-4 Expressive 73.73 10.98 98.05 9.27 -7.83 Spanish-speaking children with LI appeared to have more difficulty
controlled for.2 FBC emerges in a consistent developmental pattern with FBC than typical peers, but significant group differences were
across diverse cultural and linguistic communities; most children acquire K-ABC 2 Triangles 8.86 2.27 10.08 2.36 -1.78
not detected. Future studies should compare groups by age
FBC by 3 to 4 years of age.3,4 clusters (3-, 4-, and 5-year-olds).
With Spanish-speaking children, FBC and the use of the subjunctive Method A multidimensional approach to FBC suggests that language and
mood has been found to be moderately correlated.5 A child’s use of Standardized Measures. Spanish PLS-4 & K-ABC-2 Triangles (non-
sociocognitive development grow in tandem. A reciprocal causality
directives during structured games has also been found to be verbal IQ measure)
model may explain how the links between language and
significantly and strongly associated with FBC in Spanish-speaking False-Belief Measures. A Spanish adaptation of the unexpected sociocognitive development change depending on the stage of
children.6 Researchers have also described a significant and moderate contents false belief task was used. The standard task uses a development being considered.15
association between general verbal abilities and FBC in this population.7 commonly recognized container (e.g. bandage box) which the
experimenter has filled with unexpected contents (e.g. crayons). False-belief tasks may provide useful information in screening and
Children from lower SES backgrounds demonstrate FBC later than their Children are asked to reflect on what others would think is inside the
peers from middle to upper SES backgrounds.8,9,10 assessment measures16; however, more normative data is needed
box and what they themselves originally thought was inside the box. to understand FBC in Spanish-speaking children from lower SES
Adaptations and wording for false-belief tasks used in earlier studies backgrounds.
English speaking children with language impairment (LI) have significantly with Spanish-speaking children were employed.7,14 A total of four
lower FBC skills than their typical peers.11,12,13 false-belief trials were collected.
False-belief tasks embedded within a narrative or storybook context
may be a more natural way to assess FBC in children from lower
SES and culturally and linguistically diverse backgrounds.17, 18
Research Questions Results
FBC in typically developing Spanish-speaking preschoolers was For more information contact:
1. How does FBC relate to linguistic & cognitive measures in typically
significantly related to SPLS-4 Receptive Language (r = .49, p < .05),
developing Spanish-speaking preschoolers from lower SES Mark.Guiberson@UNCO.edu
and SLPS-4 Expressive Language (r = .55, p < .01). The association
backgrounds? Mark Guiberson Ph.D. CCC-SLP
between FBC and KABC-2 Triangles (r = .40, p = .056) approached
2. How do Spanish-speaking children with LI perform on FBC tasks relative Assistant Professor
significance.
to their typical peers? UNIVERSITY of NORTHERN COLORADO
The strongest relationship detected was between FBC and expressive Audiology and Speech-Language Sciences
3. What are the clinical & research implications for using FBC in screening
language scores, with a large effect size observed. Gunter Hall 1400 • Campus Box 140 • Greeley, CO 80639
and assessment of Spanish-speaking children?
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