The relationship between spontaneous gesture production and spoken lexical ability in children with Down syndrome in a naming task

Gesture ◽  
2008 ◽  
Vol 8 (2) ◽  
pp. 197-218 ◽  
Author(s):  
Silvia Stefanini ◽  
Martina Recchia ◽  
Maria Cristina Caselli
Keyword(s):  
Down Syndrome ◽  
Cognitive Abilities ◽  
Naming Task ◽  
Spoken Language ◽  
Chronological Age ◽  
Children With Down Syndrome ◽  
Spoken Language Skills ◽  
The Relationship ◽  
Representational Gestures ◽  
Gesture Production

We examined the relationship between spontaneous gesture production and spoken lexical ability in children with Down syndrome (DS) in a naming task. Fifteen children with DS (3;8–8;3 years) were compared to 15 typically developing (TD) children matched for developmental age (DATD) (2;6–4;3 years of chronological age) and 15 matched for lexical ability identified by the MacArthur-Bates CDI questionnaire (LATD) (1;9–2;6 years of chronological age). Children of the DATD group displayed a larger number of correct spoken answers compared to other groups, while DS and LATD groups showed a similar naming accuracy. In comparison to both groups of TD children, a higher number of unintelligible answers was produced by children with DS, indicating that their spoken language is characterized by serious phono-articulatory difficulties. Although children with DS did not differ from DATD and LATD controls on the total number of gestures, they produced a significantly higher percentage of representational gestures. Furthermore, DATD children produced more spoken answers without gestures, LATD children produced more bimodal answers, while children with DS gestured more without speech. Results suggest that representational gestures may serve to express meanings when children’s cognitive abilities outstrip their productive spoken language skills.

Gestural symbolic strategies in children with Down syndrome

Gesture ◽  
2020 ◽  
Vol 19 (2-3) ◽  
pp. 299-334
Author(s):  
Arianna Bello ◽  
Silvia Stefanini ◽  
Pasquale Rinaldi ◽  
Daniela Onofrio ◽  
Virginia Volterra
Keyword(s):  
Down Syndrome ◽  
Picture Naming ◽  
Item Analysis ◽  
Naming Task ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Communicative Development ◽  
Developmental Age ◽  
Representational Gestures

Abstract In early communicative development, children with Down syndrome (DS) make extensive use of gestures to compensate for articulatory difficulties. Here, we analyzed the symbolic strategies that underlie this gesture production, compared to that used by typically developing children. Using the same picture-naming task, 79 representational gestures produced by 10 children with DS and 42 representational gestures produced by 10 typically developing children of comparable developmental age (3;1 vs. 2;9, respectively) were collected. The gestures were analyzed and classified according to four symbolic strategies. The two groups performed all of the strategies, with no significant differences for either choice or frequency of the strategies used. The item analysis highlighted that some photographs tended to elicit the use of the same strategy in both groups. These results indicate that similar symbolic strategies are active in children with DS as in typically developing children, which suggests interesting similarities in their symbolic development.

Parental Reports of Spoken Language Skills in Children With Down Syndrome

2001 ◽  
Vol 44 (1) ◽  
pp. 179-191 ◽  
Author(s):  
Eva Berglund ◽  
Mårten Eriksson ◽  
Iréne Johansson
Keyword(s):  
Down Syndrome ◽  
Spoken Language ◽  
Logistic Growth ◽  
Vocabulary Size ◽  
Children With Down Syndrome ◽  
Communicative Development ◽  
Parental Reports ◽  
And Performance ◽  
Spoken Language Skills ◽  
Age Range

Spoken language in children with Down syndrome and in children in a normative group was compared. Growth trends, individual variation, sex differences, and performance on vocabulary, pragmatic, and grammar scales as well as MaxLU (maximum length of utterance) were explored. Subjects were 330 children withDown syndrome (age range: 1–5 years) and 336 children in a normative group (1;4–2;4 years;months). The Swedish Early Communicative Development Inventory-words and sentences (SECDI-w&s) was employed. Performance of children with Down syndrome at ages 3;0 and 4;0 was comparable with that ofchildren in the normative group at ages 1;4 and 1;8 respectively. In comparison with children in the normative group of similar vocabulary size, children with Down syndrome lagged slightly on pragmatic and grammar scales. The early development proceeded in most cases with exponential or logistic growth. This stresses the great potential of early intervention.

scholarly journals Umiejętności komunikacyjne dzieci z zespołem Downa

2018 ◽  
pp. 201-218
Author(s):  
AGNIESZKA JĘDRZEJOWSKA
Keyword(s):  
Down Syndrome ◽  
Social Skills ◽  
Communication Skills ◽  
Peer Group ◽  
Group Analysis ◽  
Augmentative Communication ◽  
Building Relationships ◽  
Children With Down Syndrome ◽  
The Relationship ◽  
Research Show

Agnieszka Jędrzejowska, Umiejętności komunikacyjne dzieci z zespołem Downa [Communication skills of children with Down Syndrome]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 201-218. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.12 The purpose of this article is to present the results of research concern setting of functional cooperation with the interlocutor in children with Down syndrome in a peer group. Analysis of the results indicates the relationship between methods of therapy and development of children with Down syndrome. The methods of Alterantive and Augmentative Communication (AAC) are important in achieving success in building relationships for children with problems with verbal communication. Secondly, peer group is important to increase social skills. This research show that children with Downe syndrome need similar friends. This leads to the coclussion that group with homogeneous disability is area of development.

Motor Development in Children with Down Syndrome: A Review of the Literature

1991 ◽  
Vol 8 (3) ◽  
pp. 179-209 ◽  
Author(s):  
Martin E. Block
Keyword(s):  
Down Syndrome ◽  
Motor Development ◽  
Future Research ◽  
Medical Conditions ◽  
Review Of The Literature ◽  
Children With Down Syndrome ◽  
Extant Literature ◽  
Sensory Deficits ◽  
The Past ◽  
The Relationship

The effects of Down syndrome (DS) on motor development have been widely reported over the years, particularly with the profusion of research in the past 10 years. Although more research is needed to fully understand the relationship between DS and motor development, there is a need to synthesize the current findings. Henderson (1985, 1986) and Reid (1985) reviewed the literature regarding the motor development of children with DS. While Henderson’s review was extremely well done, certain recent studies can add to our understanding of the motor characteristics of these children. Furthermore, Henderson did not examine factors such as cardiac, anatomical, and sensory deficits that can affect motor development. Therefore this paper reviews the extant literature regarding the motor development of children with DS in terms of health and medical conditions that can affect this development as well as the motor development of infants and all others with DS. Finally, implications for future research and programming are discussed.

scholarly journals Recognition of facial emotional expressions and its correlation with cognitive abilities in children with Down syndrome.

2014 ◽  
Vol 7 (2) ◽  
pp. 73-81 ◽  
Author(s):  
Carla C. V. P. de Santana ◽  
Wânia C. de Souza ◽  
Maria Angela Guimarães Feitosa
Keyword(s):  
Down Syndrome ◽  
Cognitive Abilities ◽  
Emotional Expressions ◽  
Children With Down Syndrome

scholarly journals Task-Specific Iconic Gesturing During Spoken Discourse in Aphasia

2021 ◽  
pp. 1-18
Author(s):  
Brielle C. Stark ◽  
Caroline Cofoid
Keyword(s):  
Multimodal Treatment ◽  
Spoken Language ◽  
Preliminary Evidence ◽  
Demographic Information ◽  
Iconic Gesture ◽  
Spoken Discourse ◽  
Task Differences ◽  
The Relationship ◽  
Gesture Production

Purpose In persons living with aphasia, we will explore the relationship between iconic gesture production during spontaneous speech and discourse task, spoken language, and demographic information. Method Employing the AphasiaBank database, we coded iconic gestures in 75 speakers with aphasia during two spoken discourse tasks: a procedural narrative, which involved participants telling the experimenter how to make a sandwich (“Sandwich”), and a picture sequence narrative, which had participants describe the picture sequence to the experimenter (“Window”). Forty-three produced a gesture during both tasks, and we further evaluate data from this subgroup as a more direct comparison between tasks. Results More iconic gestures, at a higher rate, were produced during the procedural narrative. For both tasks, there was a relationship between iconic gesture rate, modeled as iconic gestures per word, and metrics of language dysfluency extracted from the discourse task as well as a metric of fluency extracted from a standardized battery. Iconic gesture production was correlated with aphasia duration, which was driven by performance during only a single task (Window), but not with other demographic metrics, such as aphasia severity or age. We also provide preliminary evidence for task differences shown through the lens of two types of iconic gestures. Conclusions While speech-language pathologists have utilized gesture in therapy for poststroke aphasia, due to its possible facilitatory role in spoken language, there has been considerably less work in understanding how gesture differs across naturalistic tasks and how we can best utilize this information to better assess gesture in aphasia and improve multimodal treatment for aphasia. Furthermore, our results contribute to gesture theory, particularly, about the role of gesture across naturalistic tasks and its relationship with spoken language. Supplemental Material https://doi.org/10.23641/asha.14614941

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