Down Syndrome Language

10 Key excerpts on "Down Syndrome Language"

• 

  eBook - PDF

  International Review of Research in Mental Retardation

  Language and Communication in Mental Retardation

  • Laraine Masters Glidden(Author)
  • 2003(Publication Date)
  • Academic Press

    (Publisher)

  Language and Communication in Individuals with Down Syndrome ROBIN S. CHAPMAN WAISMAN CENTER, UNIVERSITY OF WISCONSIN-MADISON MADISON, WISCONSIN I. INTRODUCTION In this chapter the emphasis is on our own program of research on language and communication skills in children with Down syndrome, rather than the broader literature. We will review a number of our longitudinal and cross-sectional research findings on language development in children and adolescents with Down syndrome. We begin by describing Child Talk, the model of normal language development that gave rise to our questions of how language can come apart. We then summarize our research on the behavioral phenotype in Down syndrome within the broader context of others’ research findings and the predictions of our model of language learning. We summarize our longitudinal study of individual differences in language development in the context of prior beliefs about limited language learning in Down syndrome, particularly the beliefs that language learning plateaus in adolescence or is limited to simple syntax. And we review our studies of incidental lexical learning—fast mapping of new vocabulary—in the contexts of the phenotypic account and the Child Talk model. Implications for intervention and methodological issues are considered briefly at the end of the chapter. II. THE CHILD TALK MODEL AND LANGUAGE LEARNING We began our research on language development in children with Down syndrome working from a contextual, developmental process model of INTERNATIONAL REVIEW OF RESEARCH IN 1 Copyright ß 2003 by Elsevier, Inc. MENTAL RETARDATION, Vol. 27 All rights of reproduction in any form reserved. 0074-7750/2003 $35.00 language production and comprehension (Chapman et al., 1992). Within this model, speaker intent, affect, actions, the event context and topic, in addition to the ongoing record of talk, determine the child’s comprehension and production of utterances.

  Sign up to read

  Learn more about book
• 

  eBook - PDF

  Down Syndrome

  Visions for the 21st Century

  • William I. Cohen, Lynn Nadel, Myra E. Madnick, William I. Cohen, Lynn Nadel, Myra E. Madnick(Authors)
  • 2003(Publication Date)
  • Wiley-Liss

    (Publisher)

  Children with Down syndrome have more difficulty with speech and lan- guage development than they experience in other areas of early develop- ment (Miller, 1988). Speech and expressive language are more involved than receptive language skills (Miller et al., 1999). At all ages, children with Down syndrome understand more than they can say. They learn through the visual channel more easily than through the auditory channel (Buckley, 1996), so reading will often be easier than listening. Reading instructions may be easier than following oral instructions in class. When we compare an individual child’s skills across linguistic areas, namely, phonology, semantics, morphosyntax, and pragmatics, it is rare for the child to be functioning at the same level in all four linguistic areas. Typically, the child with Down syndrome is more advanced in vocabulary (semantics) (Miller, 1988, Kumin et al., 1998) and social interactive language skills (pragmatics) and has more difficulty with phonology (the sound system) and morphosyntax (grammar, structure, word endings, etc.) (Fowler, 1995). Reading and writing (via word processors) may be easier for the child than speaking and may serve as pathways to improve overall language and communication skills (Buckley, 1996). Expressive language and intelligibility problems lead professionals to underestimate intelligence and capabilities. When you ask a child a ques- tion, and he or she does not respond with a clearly framed, grammati- cally correct, well-articulated response, it is easy to assume that the child is not able. When children have open mouth posture, drooling, and low muscle tone in their lips, tongue, and cheeks, with subsequent difficulties in intelligibility, it is easy to underestimate their abilities. The danger is that the child will not be provided with opportunities that will help him reach his potential.

  Sign up to read

  Learn more about book
• 

  eBook - PDF

  Down Syndrome

  Neurobehavioural Specificity

  • Jean-Adolphe Rondal, PhD, Juan Perera(Authors)
  • 2006(Publication Date)
  • Wiley

    (Publisher)

  The idea is that specific aspects call SPECIFIC LANGUAGE PROFILES 103 for particular intervention approaches tailored to the particular needs of people with given syndromes, and nonspecific aspects require more general approaches extending across a diversity of nosologic entities. In what follows I shall concentrate on speech and language, referring to the major language components (phonology, lexicon, semantics, morphosyntax, pragmatics, and discourse). The specificity question will be addressed through a comparison of language development and functioning in several MR syn-dromes of genetic origin. DOWN SYNDROME (DS) Down syndrome is the most common nonherited chromosomal MR condi-tion, with a prevalence close to 1 in 1000 of live births. Aetiologically, DS is due to an increased number of gene copies (gene dosage) in some or all of the 225 genes composing the DNA (deoxyribonucleic acid) sequence for chromosome 21 (Capone 2001). No major language differences have been demonstrated between the three main aetiological subcategories of DS (standard trisomy 21, accounting for 97% of the cases; translocations, accounting for 2%; and mosaïcism, 1%; in these latter cases the embryos develop with a mosaic of normal and trisomic cells) except for a possible slight referential lexical superiority of mosaic DS subjects, who tend to have higher IQs (Fishler & Koch 1991). Prelinguistic development shows significant delays in DS infants. Turn-taking skills, basic for future conversational exchanges, are slow to develop. The type of prelinguistic phrasing that can be observed in typically develop-ing (TD) babies, beginning around 3 months of age (intermittent babbling, approximately 3 seconds long, with phrase-ending syllables lasting longer than other syllables) is different in DS babies. They take longer to finish a phrase. The sounds of babbling are mostly similar in types and tokens in TD and DS infants (Smith & Oller 1981).

  Sign up to read

  Learn more about book
• 

  eBook - PDF

  Neurocognitive Rehabilitation of Down Syndrome

  Early Years

  • Jean-Adolphe Rondal, Juan Perera, Donna Spiker(Authors)
  • 2011(Publication Date)
  • Cambridge University Press

    (Publisher)

  Written language presentation allows for a longer exposure to the forms than the more pass- ing speech, favoring notice and memorization. Conclusions A large number of useful things can and should be done in early and very early language (prelanguage) intervention with the child with DS. Congenital genetic syndromes, in spite of their gravity, offer the opportunity to intervene efficiently almost from the beginning. Given the highly cumulative nature of language development, this gives the opportunity to markedly reduce the important delays that plague these conditions in so many individual cases. Summary Language development in the typically developing child begins on a prosodic basis three months before birth. The typical neonate is already able to recognize her/his mother’s voice and language from birth. This confers a potent advantage in early language acquisition to the extent that the neonate is already familiar with the communicative system to attend. Although we know very little about the same development in babies with DS, it is possi- ble to recommend a number of steps and strategies for optimizing early language sensitiza- tion in these babies. This chapter also deals with early lexical and grammatical development including concrete ways to improve these acquisitions through systematic and cumulative intervention. References Berger, J. & Cunningham, C. (1983). The development of early vocal behaviours and interaction in Down’s syndrome and non-handicapped infant mother. Developmental Psychology, 19, 322–331. Buckley, S. (2001). Literacy and language. In J. A. Rondal & S. Buckley (eds.), Speech and Language Intervention in Down Syndrome, pp. 132–153. London: Whurr. Conners, F. (2001). Phonological working memory difficulty and related interventions. In J. A. Rondal & S. Buckley (eds.), Speech and Language Intervention in Down Syndrome, pp. 31–48. London: Whurr. Castillo-Morales, R. (1991). Die orofaziale Regulationstherapie.

  Sign up to read

  Learn more about book
• 

  eBook - ePub

  Multimodal AAC for Individuals with Down Syndrome

  • Krista M. Wilkinson, Lizbeth H. Finestack, Krista M. Wilkinson, Lizbeth H. Finestack(Authors)
  • 2020(Publication Date)
  • Brookes Publishing

    (Publisher)

  Parties shall take all appropriate measures to ensure that persons with disabilities can exercise the right to freedom of expression and opinion, including the freedom to seek, receive and impart information and ideas on an equal basis with others and all forms of communication of their choice. (United Nations, 2006)

  Rvachew and Folden addressed this issue as it applies to individuals with DS:

  In order to achieve their full communicative potential, persons with Down syndrome will require interventions to remediate their specific speech and language disabilities, access to alternative and augmentative forms of communication when necessary, and reasonable accommodations that permit access to information and effective communication. (2018, p. 75)

  This chapter is written in the spirit of these words in the hope that the basic right of communication is indeed extended to individuals with DS. Life expectancy of people with DS has increased from less than 20 years to nearly 60 years during the last two generations (Bittles, Bower, Hussain, & Glasson, 2007). This increased longevity, along with the opportunities it holds, points to the need for life span considerations in planning and delivering services to this population.

  INTERVENTIONS WITH IMPLICATIONS FOR SPEECH DISORDERS IN INDIVIDUALS WITH DOWN SYNDROME

  The goal of this section is to summarize the interventions that may affect speech production of individuals with DS. It is important to state four caveats. First, some of the interventions were not necessarily designed with the primary goal of improving speech production. For example, a teaching objective may have been to reduce sleep apnea or drooling, but a speech-related result was mentioned in the report. Second, speech intelligibility may have been secondary to another goal, such as enhancing vocabulary, in some interventions directed to improve communication. Third, the description of the effects of an intervention on speech often was impressionistic and not based on standardized assessments. Fourth, the evidence base for interventions is not substantial as many of the published studies report on case studies or cohort studies without controls (systematic reviews and meta-analyses are few). With these caveats in mind, we review several approaches that appear to have affected oral-pharyngeal function and, consequently, speech production in individuals with DS. These approaches can be classified as surgical, orthodontic, pharmacologic/dietary, biofeedback, and behavioral or some combination of these. It is not the goal of this chapter to describe interventions in detail but rather to summarize the major approaches that have directly or indirectly affected speech production, with select citations of the literature. Given the phenotypic variation (Fidler, 2005) and individual differences of individuals with DS (Karmiloff-Smith et al., 2016), the optimal instruction for any one individual may require careful consideration of the relative impact of the various factors contributing to the speech disorder. Perhaps the best intervention is a personalized or precision intervention that takes these and other factors into account (Deckers, Van Zaalen, Stoep, Van Balkom, & Verhoeven, 2016; McCabe & McCabe, 2011; McDaniel & Yoder, 2016).

  Sign up to read

  Learn more about book
• 

  eBook - PDF

  Psychobiology and Early Development

  • H. Rauh, H.-C. Steinhausen(Authors)
  • 1987(Publication Date)
  • North Holland

    (Publisher)

  Doctoral d i s s e r t a t i on , Uni v e r s i t y o f I 1 1 i noi s , 1965. (12) McCune, L. Forms and functions o f communication by Down's syndrome and non-Down's c h i l d r e n w i t h t h e i r mothers, Paper presented a t t h e meeting o f t h e Society f o r Research i n ChTld Development, Toronto (Apri 1 1985). (13) Scollon, R . A r e a l e a r l y stage: An unzippered condensation o f a d i s s e r t a t i o n on c h i l d language. I n E. Ochs & B. B. S c h i e f f e l i n (Eds.), Developmental pragmatics. (14) Smith, L. & Hagen, V. Relationship between t h e home environment and sensorimotor development o f Down syndrome and nonretarded infants. American Journal o f Mental Deficiency 89 (1984) 124-132. (15) Smith, L. & von Tetzchner, S. Communicative, sensorimotor, and language s k i l l s o f young c h i l d r e n w i t h Down syndrome. American Journal o f Mental Deficiency 9 (1985) 57-66. (16) Sugarman, S. Some organizational aspects o f preverbal communication. I n I . Markova (Ed.), The s o c i a l context o f language. (Wiley, New York, 1978). (17) Touwen, B. (1976). Neurological development i n infancy. C l i n i c s i n Developmental Medicine, No. American Journal o f Mental Deficiency 86 (1981) 21-27. (Academic Press, New York, 1979). 58 (Heinemann, London, 1976). (18) U z g i r i s , I. & Hunt, J. McV. Assessment i n o f psychological development. ( U n i v e r s i t y o f I 1975). APPEND I X Examples o f t h e 3 most prevalent categories, taken f Down syndrome I n d i r e c t Request f o r Object nfancy: Ordinal scales l i n o i s Press, Urbana, om t h e 2 subjects w i t h Subject No 3-DS, session No 1. C h i l d (C) l i e s on her stomach. Mother (M) s i t s about 1.5 m away, manipulating t h e t a i l o f a wind-up t o y animal. C looks a t and stretches an arm toward t h e toy. /odi/ Yes? Can you take i t ? Yes? Come then? Come then? C looks a t t h e t o y and creeps closer, waves w i t h her body and smiles.

  Sign up to read

  Learn more about book
• 

  eBook - PDF

  Pathways to Language

  From Fetus to Adolescent

  • Kyra Karmiloff, Annette Karmiloff-Smith, Kyra KARMILOFF(Authors)
  • 2009(Publication Date)
  • Harvard University Press

    (Publisher)

  You will find that you may have to guess quite a lot because you cannot see where your interlocutor is looking or pointing. You might even be tempted to peek to determine the emotional state of the speaker—is he attempting to deceive you, or telling the truth? Now imagine facing this task as a two-year-old trying to actually learn language, not just follow it. It soon becomes obvious that some sensory problems, which at first may seem relatively unrelated to speech, can nonetheless change the normal course of language ac-quisition. Certain types of genetic disorders or developmental traumas can also lead to atypical language. In Down syndrome, language is one of several cognitive faculties affected. Similarly, children who suffer severe social deprivation early on—such as institutionalized children or feral cases—may develop a gamut of cognitive impair-ments of which language is just one component. There are also indi-viduals who, as a result of genetic mutations or injuries to the brain, may seem to develop normally in all other cognitive and physical domains, but show Specific Language Impairment (SLI). By con-trast, some genetic disorders cause serious deficits in almost all areas of cognitive development except language. This includes children with Williams syndrome, who seemingly excel in language. It ap-pears, then, that language development can be differentially im-paired and differentially spared, an important issue that we will ex-amine in detail. As we shall also see, the study of atypical language provides an-other perspective on the processes of normal language acquisition. Unraveling how language learning can go wrong can help us tease apart the various factors involved in the normal case. Such research is also vital for the implementation of early intervention programs for children at risk of language impairment.

  Sign up to read

  Learn more about book
• 

  eBook - ePub

  Routledge Handbook of Communication Disorders

  • Ruth H. Bahr, Elaine R. Silliman(Authors)
  • 2015(Publication Date)
  • Routledge

    (Publisher)

  2011 ), 93 percent of the parents indicated that their child was currently receiving speech–language services. Of these parents, 64 percent indicated that they were generally satisfied with the selection of goals for intervention. Moreover, 79 percent of parents surveyed responded they believed that, because of their speech–language services, their child had made gains, which helped with communication outside of therapy.

  Despite the clear need for intervention services to further support the language development of adolescents with DS and preliminary evidence that this population is generally receiving beneficial and satisfactory services, few studies have focused on language interventions for this population. Clinicians are able to draw on information regarding the profiles of adolescents with DS, such as that presented in this chapter. Clinicians may also consult evidence-based treatment findings from other populations, such as children with SLI, to guide intervention services. However, it remains unknown if these approaches maximize the effectiveness of language interventions for adolescents with DS. Thus, it is imperative for clinicians and researchers to continue to improve treatments and to evaluate these approaches to maximize language outcomes and to ensure that adolescents with DS are reaching their greatest potential.

  References

  • Abbeduto, L., Pavetto, M., Kesin, E., Weissman, M.D., Karadottir, S., O’Brien, A. and Cawthon, S. (2001), “The linguistic and cognitive profile of Down syndrome: Evidence from a comparison with fragile X syndrome”, Down Syndrome: Research and Practice , Vol. 7, pp. 9–15.
  • Abbeduto, L., Murphy, M.M., Cawthon, S.W., Richmond, E.K., Weissman, M.D., Karadottir, S. and O’Brien, A. (2003), “Receptive language skills of adolescents and young adults with Down syndrome or fragile X syndrome”, American Journal on Mental Retardation , Vol. 108, pp. 149–160.
  • Alt, M., Plante, E. and Creusere, M.

  Sign up to read

  Learn more about book
• 

  eBook - PDF

  Therapies and Rehabilitation in Down Syndrome

  • Jean-Adolphe Rondal, Alberto Rasore-Quartino, Jean-Adolphe Rondal, PhD, Alberto Rasore-Quartino(Authors)
  • 2007(Publication Date)
  • Wiley

    (Publisher)

  It may indeed be considered that the work accomplished since 70 THERAPIES AND REHABILITATION IN DOWN SYNDROME the early 1970s provides the foundation for the next generation of intervention and prevention programmes and research, with the general objective of spec-ifying effective remediation activities more precisely and increasing their long-term effects. In the same way, it is clear that future improvements in programme efficiency and the generalizability and durability of gains will also depend on increased knowledge of the mechanisms and sequences characteristic of lan-guage development in the various entities causing intellectual disabilities. LANGUAGE COMPONENTS As has been indicated, language components should receive specific attention in view of the modular organization that is prevalent within the linguistic system and its neurobehavioural correlates. Accordingly, I shall deal sepa-rately, in what follows, with the lexical, phonological, morphosyntactic, and pragmatic aspects of rehabilitation as it relates to DS individuals. However, basic to everything is prelinguistic development. Witness the numerous recent studies on prelinguistic development in TD infants; we now understand better the relationship between early sensorimotor development, sound discrimination, babbling and infraphonological development and the subsequent language acquisition. As a result of prenatal and perinatal speech exposure, TD babies display early discrimination of their mother’s voice and its prosodic characteristics. Research has shown that young TD infants per-ceive language sounds in a categorical way, just as adults do.

  Sign up to read

  Learn more about book
• 

  eBook - PDF

  Down Syndrome Across the Life Span

  • Monica Cuskelly, Anne Jobling, Susan Buckley, Monica Cuskelly, Anne Jobling, Susan Buckley(Authors)
  • 2008(Publication Date)
  • Wiley

    (Publisher)

  This paper will be encouraging to those engaged with teaching numeracy to children with Down syndrome. Clearly, many individuals will be capable of acquiring these skills. Bochner et al. have drawn out the benefit of real-life use of the skills, which has implications both for the salience of the skill and for its practice. CHAPTER 6 Cognitive development and education: perspectives on Down syndrome from a twenty-year research programme STJE BUCKLEY AND GILLTAN BIRD There have been several continuous themes running through the research conducted by the team at the Sarah Duffen Centre in the UK since 1980. One theme has been a desire to understand more about the cognitive develop- ment of children with Down syndrome and, specifically, the reasons for the typical cognitive delays. Central to cognitive development are speech, language and memory skills and this research group has published papers that explore the underlyhg difficulties in these skills in addition to devel- oping and evaluating remedial strategies. A linked theme has been the explo- ration of literacy skills and the benefits of teaching children with Down syndrome to read for other aspects of their cognitive devclopmcnt. A third theme in our work has reflected our concern to optimize the social and educational learning opportunities of children with Down syndrome, partic- ularly by inclusion in education. In this chapter the authors will present the main findings of new studies in four areas - reading, speech and language, short-term memory, and developing inclusive education - and put them into the context of the cumulative findings of the Portsmouth research programme. Reading Reading research is probably the work that the team is best known for and this was a focus of the first research project in 1980. The possible signifi- cance of early reading instruction was highlighted in a letter to the first author from Leslie Duffen in 1979.

  Sign up to read

  Learn more about book