Language comprehension in children, adolescents, and adults with Down syndrome

2017 ◽  
Vol 62 ◽  
pp. 184-196 ◽  
Author(s):  
Bernadette Witecy ◽  
Martina Penke
Keyword(s):  
Down Syndrome ◽  
Language Comprehension ◽  
Adolescents And Adults

scholarly journals Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?

2021 ◽  
Vol 11 (7) ◽  
pp. 828
Author(s):  
Maja Roch ◽  
Kate Cain ◽  
Christopher Jarrold
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Reading Comprehension ◽  
Language Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Autism Spectrum ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
Reading Accuracy

Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show difficulties in reading comprehension despite better developed reading accuracy. Reading comprehension difficulties are influenced by poor oral language. These difficulties are common in individuals with DS and autism spectrum disorder (ASD), but they have never been compared directly. Moreover, the components of reading for comprehension have rarely been investigated in these populations: a better understanding of the nature of reading comprehension difficulties may inform both theory and practice. The aim of this study was to determine whether reading comprehension in the two populations is accounted for by the same component skills and to what extent the reading profile of the two atypical groups differs from that of typically developing children (TD). Fifteen individuals with DS (mean age = 22 years 4 months, SD = 5 years 2 months), 21 with ASD (mean age = 13 years 2 months, SD = 1 year 6 months), and 42 TD children (mean age = 8 years 1 month, SD = 7 months) participated and were assessed on measures of receptive vocabulary, text reading and listening comprehension, oral language comprehension, and reading accuracy. The results showed similar levels in word reading accuracy and in receptive vocabulary in all three groups. By contrast, individuals with DS and ASD showed poorer non-word reading and reading accuracy in context than TD children. Both atypical groups showed poorer listening and reading text comprehension compared to TD children. Reading for comprehension, investigated through a homograph reading accuracy task, showed a different pattern for individuals with DS with respect to the other two groups: they were less sensitive to meaning while reading. According to the SVR, the current results confirm that the two atypical groups have similar profiles that overlap with that of poor comprehenders in which poor oral language comprehension constrains reading for comprehension.

scholarly journals Pronoun Comprehension in Individuals With Down Syndrome: Deviance or Delay?

2014 ◽  
Vol 57 (4) ◽  
pp. 1442-1452 ◽  
Author(s):  
Eirini Sanoudaki ◽  
Spyridoula Varlokosta
Keyword(s):  
Down Syndrome ◽  
Language Comprehension ◽  
Selection Task ◽  
Control Group ◽  
Typical Development ◽  
Typically Developing ◽  
Pilot Studies ◽  
Deficit Model ◽  
Reflexive Pronouns ◽  
Heated Debate

Purpose Results of recent pilot studies suggest that the interpretation of pronouns in individuals with Down syndrome (DS) may follow a pattern unattested in typical development, indicating the presence of a selective deficit targeting the comprehension of reflexive pronouns. These findings come at a time when there is a heated debate surrounding pronoun comprehension in typical development as well. This study aims to contribute to these debates by examining pronoun comprehension in Greek, a language that exhibits unusual patterns in pronoun comprehension in typical development. Method Seven Greek-speaking individuals with DS and a control group of 14 typically developing (TD) children were tested. The authors examined the comprehension of strong pronouns, reflexive pronouns, and pronominal clitics, using a picture selection task. Results The data reveal evidence of deviant pronoun comprehension in individuals with DS compared with the TD group. The DS group encountered problems in the interpretation of reflexive pronouns when compared with the TD group, while the performance of the two groups was comparable in all remaining conditions. Conclusions Findings are in line with the selective deficit model of language comprehension in DS, supporting the presence of a cross-linguistic reflexive deficit.

scholarly journals Αλληλοσυντονισμός της προσοχής και γλωσσική ανάπτυξη σε νήπια με σύνδρομο Down

2020 ◽  
Vol 18 (4) ◽  
pp. 468
Author(s):  
Χριστίνα Φ. Παπαηλιού ◽  
Νικήτας Ε. Πολεμικός ◽  
Ελένη Φρυσίρα ◽  
Αναστάσιος Κοντάκος ◽  
Μαρία Καΐλα ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Joint Attention ◽  
Language Comprehension ◽  
Language Production ◽  
Early Learning ◽  
Chronological Age ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Communicative Behaviors

Many studies demonstrate that in typically developing (TD) children joint attention constitutes a prerequisite for language development. However, data on the development of joint attention and its relation to language development in Down syndrome (DS) are contradictory. The present study aims to examine joint attention in toddlers with DS as well as its association with language comprehension and production. Participants were 10 toddlers with DS (mean chronological age: 58 months) and 10 TD toddlers matched for language comprehension (mean chronological age: 32 months). Language Comprehension and language production were assessed using the Müllen Scales of Early Learning, expressive vocabulary was assessed using the Language Development Survey, and the communicative behaviors were assessed through observation of interactions with the mother in a semi-structured condition with toys. According to the findings, toddlers with DS exhibit significantly morejoint attention behaviors compared to TD toddlers. Moreover, it was shown that in toddlers with DS language production was significantly negatively correlated with initiating request gestures. Conclusively, it seems that in toddlers with DS the transition from pre-linguistic to linguistic period follows a similar developmental path as in TD toddlers, although a severe delay is observed.

scholarly journals Description of Daily Living Skills and Independence: A Cohort from a Multidisciplinary Down Syndrome Clinic

2021 ◽  
Vol 11 (8) ◽  
pp. 1012
Author(s):  
Kavita Krell ◽  
Kelsey Haugen ◽  
Amy Torres ◽  
Stephanie L. Santoro
Keyword(s):  
Down Syndrome ◽  
Life Skills ◽  
Massachusetts General Hospital ◽  
Personal Information ◽  
Adult Patients ◽  
Healthy Foods ◽  
Living Situation ◽  
Adolescents And Adults ◽  
Living Skills ◽  
Clinic Population

Levels of independence vary in individuals with Down syndrome (DS). We began this study to describe the current life skills in our clinic population of children and adults with DS. We collected and reviewed demographics, living situation, and life skills from an electronic intake form used in clinic procedures. Descriptive statistics for this cohort study included mean, standard deviation, and frequencies. From 2014–2020, 350 pediatric and 196 adult patients (range 0–62 years) with a first visit to the Massachusetts General Hospital Down Syndrome Program are described. Pediatric patients were most often enrolled in school, and in an inclusion setting. Adult patients were most often participating in a day program, living with family, and wanted to continue living with family in the future. Most (87%) of adults with DS communicated verbally, though fewer could use written communication (17%). Life skills of greatest importance to adolescents and adults with DS included: learning about healthy foods (35%), preparing meals (34%), providing personal information when needed (35%), and describing symptoms to a doctor (35%). Life skills for patients with DS are varied; those associated with a medical appointment, such as sharing symptoms with the doctor, could improve for greater independence.

scholarly journals Imputación de culpa entre personas con desorden del desarrollo

2016 ◽  
Vol 15 (3) ◽  
Author(s):  
Guadalupe Elizabeth Morales ◽  
Bernadette Rogé
Keyword(s):  
Down Syndrome ◽  
Children With Autism ◽  
Moral Judgement ◽  
Typically Developing ◽  
Adults With Autism ◽  
Blame Attribution ◽  
Basic Rights ◽  
Adolescents And Adults ◽  
Combine Information ◽  
The Way

We synthesize the main findings from two studies that examined moral judgement abilities in people with autism, and in people with Down syndrome. In both studies, the way these people mentally combine information about the intent of a harmful act and the severity of its consequences when attributing blame to an offender was compared with that of typically developing controls. Adolescents and adults with autism or with Down syndrome were, practically to the same extent as controls, able to take into account both information pieces for attributing blame. It would be an exaggeration to imply that adolescents and adults with either autism or Down syndrome are severely immature in moral judgement based on the fact that they are usually not able to explain or justify their judgements with sophisticated philosophical arguments. By contrast, children with autism blame attribution appeared to be essentially based on consequence information. The finding that adolescents and adults with autism or Down syndrome are able to make moral judgements in a way that is not very different from adolescents and adults of the same age could influence the way these people are perceived, cared for, and attributed basic rights.

scholarly journals Low Rates of Preventive Healthcare Service Utilization Among Adolescents and Adults With Down Syndrome

2021 ◽  
Vol 60 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Kristin M. Jensen ◽  
Elizabeth J. Campagna ◽  
Elizabeth Juarez-Colunga ◽  
Allan V. Prochazka ◽  
Desmond K. Runyan
Keyword(s):  
Down Syndrome ◽  
Service Utilization ◽  
Healthcare Service ◽  
Preventive Healthcare ◽  
Adolescents And Adults

A Comparison of Language Abilities in Adolescents With Down Syndrome and Children With Specific Language Impairment

2003 ◽  
Vol 46 (6) ◽  
pp. 1324-1339 ◽  
Author(s):  
Glynis Laws ◽  
Dorothy V. M. Bishop
Keyword(s):  
Down Syndrome ◽  
Cognitive Ability ◽  
Language Comprehension ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Expressive Language ◽  
Language Abilities ◽  
Specific Language ◽  
Language Measures ◽  
Language Profiles

This article compared the language profiles of adolescents with Down syndrome (DS) and children with specific language impairment matched for nonverbal cognitive ability, and investigated whether similar relationships could be established between language measures and other capacities in both groups. Language profiles were very similar: Expressive language was more affected than language comprehension, and grammar was more affected than vocabulary in both domains. Both groups were impaired on tests of grammatical morphology and phonological memory. There were some differences between the groups, but these could be attributed to other features of development of people with DS.

Sign in / Sign up

Export Citation Format

Share Document