Speech production accuracy in children with Down syndrome: relationships with hearing, language, and reading ability and change in speech production accuracy over time

2021 ◽  
Author(s):  
K. Burgoyne ◽  
S. Buckley ◽  
R. Baxter
Keyword(s):  
Down Syndrome ◽  
Speech Production ◽  
Reading Ability ◽  
Children With Down Syndrome ◽  
Over Time ◽  
Production Accuracy

scholarly journals O018 Changes in sleep parameters in children with Down Syndrome following treatment

2021 ◽  
Vol 2 (Supplement_1) ◽  
pp. A8-A8
Author(s):  
J Chawla ◽  
S Burgess ◽  
H Heussler
Keyword(s):  
Down Syndrome ◽  
Sleep Duration ◽  
Intervention Group ◽  
Sleep Diary ◽  
Control Group ◽  
Sleep Habits ◽  
Post Intervention ◽  
Children With Down Syndrome ◽  
Sleep Parameters ◽  
Over Time

Abstract Introduction There is limited evidence about how sleep changes in children with Down syndrome (DS) following sleep interventions. This study evaluated changes in sleep over time in children receiving treatment comparing to a control group who did not. Methods Children with DS, 3-16yrs, attending the sleep clinic were followed for 24-months. Sleep parameters including parent completed child sleep habits questionnaire (CSHQ), PSG and home sleep diary were obtained pre and post sleep interventions for children undergoing treatment. Data was obtained at similar intervals for the control group who were followed over the same time period. Results Data was obtained for 41 participants, 16 children received an intervention and 25 did not. Interventions included ENT surgery (7), CPAP (4), melatonin (3) or a combination (2). The intervention group had a significantly higher average total CSHQ score overall than those in the control group (0.01). Scores decreased over time but remained higher than in controls throughout, and were clinically significant in both groups (>41). Sleep diary estimated average total sleep duration did not differ between groups and was 10hrs/night. PSG showed improvement in OAHI in those children undergoing pre and post intervention studies. Discussion Evaluation of sleep parameters in this referred cohort of children with Down syndrome demonstrates total sleep duration in keeping with national recommendations and improvement in obstruction with treatment. However, CSHQ results indicate ongoing sleep difficulties reported by parents, despite standard sleep interventions. This may reflect persisting non-respiratory sleep disorders, which are not being adequately addressed at present.

scholarly journals The benefit of orthographic support for oral vocabulary learning in children with Down syndrome

2012 ◽  
Vol 40 (1) ◽  
pp. 221-243 ◽  
Author(s):  
SILVANA E. MENGONI ◽  
HANNAH NASH ◽  
CHARLES HULME
Keyword(s):  
Down Syndrome ◽  
Word Learning ◽  
Oral Language ◽  
Reading Ability ◽  
Relative Strength ◽  
Spoken Word ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Phonological Learning

ABSTRACTChildren with Down syndrome typically have weaknesses in oral language, but it has been suggested that this domain may benefit from learning to read. Amongst oral language skills, vocabulary is a relative strength, although there is some evidence of difficulties in learning the phonological form of spoken words. This study investigated the effect of orthographic support on spoken word learning with seventeen children with Down syndrome aged seven to sixteen years and twenty-seven typically developing children aged five to seven years matched for reading ability. Ten spoken nonwords were paired with novel pictures; for half the nonwords the written form was also present. The spoken word learning of both groups did not differ and benefited to the same extent from the presence of the written word. This suggests that compared to reading-matched typically developing children, children with Down syndrome are not specifically impaired in phonological learning and benefit equally from orthographic support.

Reading and Phonological Awareness in Children With Down Syndrome: A Longitudinal Study

2000 ◽  
Vol 9 (4) ◽  
pp. 319-330 ◽  
Author(s):  
Elizabeth Kay-Raining Bird ◽  
Patricia L. Cleave ◽  
Lyndsey McConnell
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Literacy Learning ◽  
Auditory Memory ◽  
Intelligence Scale ◽  
Children With Down Syndrome ◽  
Word Attack ◽  
Mental Age ◽  
Resource Rooms

Many children with Down syndrome (DS) are capable of developing some reading and writing abilities. The purpose of this study was to further the knowledge of literacy learning and factors that influence that learning in children with DS. Twelve elementary school children with DS were followed over a 4.5-year period. All the children attended regular education classrooms with personal aides and resource rooms as support. Measures of the children’s reading, language, cognitive, and phonological awareness abilities were collected three times. Analyses demonstrated that some reading ability was present in all but one of the children by the end of the study. Phonological awareness and word attack skills did not keep pace with word recognition abilities in these children. When age and mental age (i.e., the mean of the age-equivalent scores from the Pattern Analysis and Bead Memory subtests of the Stanford Binet Intelligence Scale, 4 th edition) were partialled out, word attack skill was uniquely predicted by measures of phoneme segmentation and auditory memory as well. Clinical implications of the findings are discussed.

Phonological Awareness and Oral Reading Skill in Children With Down Syndrome

2000 ◽  
Vol 43 (3) ◽  
pp. 595-608 ◽  
Author(s):  
Linda Cupples ◽  
Teresa Iacono
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Oral Reading ◽  
Reading Ability ◽  
Reading Development ◽  
Reading Skill ◽  
Receptive Language ◽  
Phoneme Segmentation ◽  
Children With Down Syndrome ◽  
Theoretical View

The existence of a necessary association between phonological awareness (PA) and oral reading development has been questioned using evidence from children with Down syndrome. In this study, 22 children with Down syndrome (between the ages of 6;7 and 10;3) initially completed tests of receptive language, cognitive function, oral reading, and PA. Reading and PA were reassessed approximately 9 months later. Better oral reading was associated with superior phoneme segmentation skills on reassessment. Furthermore, there was some evidence that early segmentation ability predicted later nonword reading, but not the reverse. The results indicate an association between PA and early oral reading ability in children with Down syndrome and are interpreted within a theoretical view of reading development in which PA plays a central role.

Effects of Targeted Reading Instruction on Phonological Awareness and Phonic Decoding in Children with Down Syndrome

2011 ◽  
Vol 116 (2) ◽  
pp. 111-129 ◽  
Author(s):  
Kathy Cologon ◽  
Linda Cupples ◽  
Shirley Wyver
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Reading Instruction ◽  
Oral Reading ◽  
Reading Ability ◽  
Reading Skills ◽  
Chromosome 21 ◽  
Children With Down Syndrome ◽  
Individual Instruction ◽  
Assessment Results

Abstract This research evaluated the effectiveness of reading instruction targeting oral reading and phonological awareness for children with Down syndrome (affecting chromosome 21). The participants were 7 children ranging in age from 2 years, 11 months to 10 years, 8 months. Each child acted as his/her own control, with assessments of language, cognition, phonological awareness, word and short-passage comprehension, and oral reading ability conducted on four occasions (initially, preintervention, postintervention and delayed postintervention) over approximately a 12-month period. The intervention was conducted over 10 weekly sessions and involved individual instruction. The postintervention assessment results provided evidence that phonic reading instruction was generally effective in improving reading skills and phonological awareness of children with Down syndrome.

Variation Over Time in Medical Conditions and Health Service Utilization of Children with Down Syndrome

2011 ◽  
Vol 158 (2) ◽  
pp. 194-200.e1 ◽  
Author(s):  
Kelly Thomas ◽  
Jenny Bourke ◽  
Sonya Girdler ◽  
Ami Bebbington ◽  
Peter Jacoby ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Health Service ◽  
Service Utilization ◽  
Health Service Utilization ◽  
Medical Conditions ◽  
Children With Down Syndrome ◽  
Over Time

Listening to fathers: Personal impacts of raising children with Down syndrome

2018 ◽  
Vol 23 (3) ◽  
pp. 310-326 ◽  
Author(s):  
Laura E Marshak ◽  
Emily E Lasinsky ◽  
Courtney Williams
Keyword(s):  
Down Syndrome ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Personal Growth ◽  
Positive Emotions ◽  
Raising Children ◽  
Children With Down Syndrome ◽  
Contributory Factors ◽  
Biological Fathers ◽  
Over Time

The aim of this qualitative study was to contribute to an understanding of how biological fathers ( N = 311) believe having a child with Down syndrome has impacted them personally. Thematic analysis was used to derive meaning from responses to open-ended survey questions. In addition to describing personal impacts, fathers shared how their perspectives shifted over time and possible contributory factors. The results indicated that fathers were often deeply impacted by the experience of parenting a child with Down syndrome. The vast majority expressed positive changes in terms of personal growth; however, it is important to note that positive emotions often coexisted with more distressing ones such as anxiety and loss. Most fathers reported a positive trajectory in terms of their adjustment and many attributed it to learning that their negative assumptions about people with Down syndrome were not accurate. Implications for practitioners and researchers are discussed.

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