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 Developing a List of Expressive Vocabulary forFarsi-speakingChildrenAged24-48Months:Comparison Between Down Syndrome and Typically Developing Children

2021 ◽  
Author(s):  
Elham Masoumi ◽  
Zahra Malmir ◽  
Zahra Soleymani ◽  
Mina Mohammadi Nouri
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Age Groups ◽  
Vital Role ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Typically Developing Children ◽  
Vocabulary Size ◽  
Children With Down Syndrome ◽  
Significant Difference

Introduction: Expressive vocabulary plays a vital role in child language development, and its assessment can be one of the essential indicators to identify language developmental delay, especially in children with Down syndrome. We developed a list of expressive vocabulary and compared the size and class of expressive vocabularies between typically developing and Down syndrome children. Materials and Methods: Expressive vocabulary of 150 children was examined  in  this study. A total of 120 typically developing Farsi-speaking children (in four age Groups, with   a 6-month interval) and 30 children with Down syndrome (aged 24-48 months) participated in this study. The parents of the children filled out the form that included 636 words from different vocabulary classes. These classes were based on studies that investigated language development in Farsi-speaking children. Results: The expressive vocabulary size in Farsi-speaking children was significantly higher than in Down syndrome children (P≤0.001). There was no statistically significant difference between boys and girls regarding expressive vocabulary size in two Groups of children. The size of nouns in all age Groups is more than other classes, and the size of conjunctions in all age Groups is less than the other ones. A direct correlation was found between age and the size of expressive vocabulary. Conclusion: According to the study findings, the list of expressive vocabulary can detect delays in developing expressive vocabulary.

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.

Validation of the Language Development Survey (LDS)

2001 ◽  
Vol 44 (2) ◽  
pp. 434-445 ◽  
Author(s):  
Leslie Rescorla ◽  
Amie Alley
Keyword(s):  
At Risk ◽  
Language Development ◽  
Predictive Value ◽  
Child Behavior Checklist ◽  
Expressive Language ◽  
Epidemiological Survey ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Scale Scores

Two studies are reported demonstrating the reliability, validity, and clinical utility of the Language Development Survey (LDS; L. Rescorla, 1989) as a screening tool for the identification of expressive language delay in toddlers. In Study 1, 422 children (ages 24–26 months) were screened with the LDS in an epidemiological survey. The LDS manifested excellent concurrent validity with a brief direct screening measure of expressive vocabulary. Using the Rescorla (1989) Delay 3 cutoff of fewer than 50 words or no word combinations, 9.7% of the sample were language delayed (32 boys, 9 girls). In Study 2, 33 children identified as "at-risk" by the LDS Delay 3 cutoff and 33 typically developing children, matched on age, socioeconomic status, and gender, were seen for in-depth follow-up assessment approximately 3 weeks later. The LDS test-retest reliability was.97. The LDS correlated highly with Reynell Receptive and Expressive Language Scale scores, Bayley Mental Development Index, and Vineland Adaptive Behavior Composite. Sensitivity, specificity, positive predictive value, and negative predictive value between the screening LDS and the follow-up Reynell Expressive Language Scale were generally impressive. Finally, the at-risk group scored significantly lower than the LDS-identified typically developing group on all follow-up measures except the Child Behavior Checklist/2–3.

scholarly journals Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning

2017 ◽  
Vol 60 (3) ◽  
pp. 682-693 ◽  
Author(s):  
Suzanne M. Adlof ◽  
Hannah Patten
Keyword(s):  
Word Learning ◽  
Semantic Information ◽  
Vocabulary Knowledge ◽  
Nonword Repetition ◽  
Chronological Age ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Typically Developing Children ◽  
New Words ◽  
Reading Impairments

Purpose This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Method Fifty children, with a mean age of 8 years (range 5–12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Results Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. Conclusions These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed.

Effects of maintaining and redirecting infant attention on the production of referential communication in infants with and without Down syndrome

2002 ◽  
Vol 29 (1) ◽  
pp. 23-48 ◽  
Author(s):  
MARIA LEGERSTEE ◽  
JEAN VARGHESE ◽  
YOLANDA VAN BEEK
Keyword(s):  
Down Syndrome ◽  
Joint Attention ◽  
Attentional Focus ◽  
Referential Communication ◽  
The Other ◽  
Typically Developing ◽  
Mental Age ◽  
Communicative Interactions ◽  
Interactive Strategies ◽  
Infant Attention

The effects of maternal interactive styles on the production of referential communication were assessed in four groups of infants whose chronological ages ranged between 0;6 and 1;8. Two groups of infants with Down syndrome (DS), one (n = 11) with a mean mental age (MA) of 0;8.6, and the other (n = 11) of 1;4.5, were matched on MA with two groups (n = 10 each) of typically developing infants. Infants were seen bi-monthly, for 8 months, with mothers, same-aged peers, and mothers of the peers. Results showed that High MA non-Down syndrome (ND) infants produced more words, and High MA DS infants produced more gestures when playing with mothers than peers. Mothers exhibited more attentional maintaining behaviours than peers, in particular to High MA infants, but they redirected the attentional focus of Low MA infants more. Sequential loglinear analyses revealed interesting contingencies between the interactive strategies of mothers and the referential communicative behaviours of their infants. Whereas maintaining attention increased, redirecting attention decreased the likelihood of the production of gestures and words in children. However, redirecting attention was followed by maintaining attention. Thus, mothers redirect the attentional focus in order to promote joint attention and referential communication. Furthermore, words and gestures of the children also promote joint attention in mothers. This highlights the reciprocal nature of these dynamic communicative interactions.

scholarly journals Differences and Similarities in Predictors of Expressive Vocabulary Development between Children with Down Syndrome and Young Typically Developing Children

2021 ◽  
Vol 11 (3) ◽  
pp. 312
Author(s):  
Kari-Anne B. Næss ◽  
Johanne Ostad ◽  
Egil Nygaard
Keyword(s):  
Down Syndrome ◽  
Motor Skills ◽  
Vocabulary Development ◽  
Receptive Vocabulary ◽  
Auditory Memory ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Oral Motor

The purpose of this study was to examine potential differences in the predictors of expressive vocabulary development between children with Down syndrome and typically developing children to support preparation for intervention development. An age cohort of 43 children with Down syndrome and 57 typically developing children with similar nonverbal mental age levels were assessed at three time points. Linear mixed models were used to investigate the predictors of expressive vocabulary over time. Both groups achieved progress in expressive vocabulary. The typically developing children had steeper growth than the children with Down syndrome (1.38 SD vs. 0.8 SD, p < 0.001). In both groups, receptive vocabulary, auditory memory, and the home literacy environment were significant predictors of development. In the children with Down syndrome, the phonological awareness and oral motor skills were also significant. Group comparisons showed that receptive vocabulary, auditory memory and oral motor skills were stronger predictors in the children with Down syndrome than in the typically developing children. These results indicate that children with Down syndrome are more vulnerable when it comes to risk factors that are known to influence expressive vocabulary than typically developing children. Children with Down syndrome therefore require early broad-based expressive vocabulary interventions.

scholarly journals Infant Precursors of Executive Function in Down Syndrome

2020 ◽  
Author(s):  
Emily Schworer ◽  
Deborah J Fidler ◽  
Maninderjit Kaur ◽  
Amy Needham ◽  
Mark A Prince ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Executive Function ◽  
Action Planning ◽  
Chronological Age ◽  
Typically Developing ◽  
Infant Cognition ◽  
Attention Shifting ◽  
Four Dimensions ◽  
Cognitive Risk ◽  
Developmental Age

Abstract Background. Though early features of infant cognition are predictive of executive function (EF) in typically developing (TD) children, there is little information regarding the developmental origins of EF in neurogenetic conditions, such as Down syndrome (DS). Methods. The current study compared the performance of infants with and without DS on four dimensions that are hypothesized EF precursors: attention shifting, sustained attention, processing speed, and action planning. The relationship between these EF precursors at Time 1 and EF performance at Time 2 (6 months later) was also examined in the DS group. Participants were 58 infants with DS, M chronological age = 11.32 months, SD = 3.50; M developmental age = 7.93 months, SD = 2.79, and 40 TD infants, M chronological age = 8.14, SD = 3.25; M developmental age = 8.18 months, SD = 3.51. Results. Results showed that infants with DS shifted their attention more slowly, looked at objects for longer durations, and demonstrated a longer latency to contact objects when compared to TD infants at Time 1. Attention shifting at Time 1 significantly predicted EF performance at Time 2 in the DS group. Conclusions. This study provides evidence that an early atypical presentation of EF precursors is detectable during infancy in DS and is predictive of subsequent EF performance. These findings contribute to the identification of areas of early cognitive risk in DS and can inform future interventions in this population.

scholarly journals Do Infants With Down Syndrome Show an Early Receptive Language Advantage?

2020 ◽  
Vol 63 (2) ◽  
pp. 585-598
Author(s):  
Emily Mason-Apps ◽  
Vesna Stojanovik ◽  
Carmel Houston-Price ◽  
Emily Seager ◽  
Sue Buckley
Keyword(s):  
Down Syndrome ◽  
Language Skills ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Auditory Comprehension ◽  
Expressive Vocabulary ◽  
Time Points ◽  
Expressive Communication ◽  
Shed Light

Purpose The study explored longitudinally the course of vocabulary and general language development in a group of infants with Down syndrome (DS) compared to a group of typically developing (TD) infants matched on nonverbal mental ability (NVMA). Method We compared the vocabulary and general language trajectories of the two groups in two ways: (a) at three time points during a 12-month period and (b) at two time points when the groups had made equal progress in NVMA (a period of 6 months for the TD infants vs. 12 months for the infants with DS). Results The TD group had overtaken the DS group on all general language and vocabulary measures by the end of the 12-month period. However, expressive communication and expressive vocabulary were developing at the same rate and level in the two groups when examined over a period in which the two groups were matched in gains in NVMA. Furthermore, the infants with DS showed a receptive language advantage over the TD group; this group's auditory comprehension and receptive vocabulary scores were superior to those of the TD group at both time points when NVMA was accounted for. Conclusion The results shed light on the widely reported discrepancy between expressive and receptive language in individuals with DS. Although infants with DS appear to be developing language skills more slowly than chronological age TD peers, when NVMA is taken into account, infants with DS do not have expressive language delays, and they seem to show a receptive language advantage.

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