scholarly journals RESILIENCY PROFILES OF CHILDREN WITH INTELLECTUAL DISABILITY AND THEIR TYPICALLY DEVELOPING PEERS

2013 ◽  
Vol 50 (10) ◽  
pp. 1032-1043 ◽  
Author(s):  
Linda Gilmore ◽  
Marilyn Campbell ◽  
Ian Shochet ◽  
Clare Roberts
Keyword(s):  
Intellectual Disability ◽  
Typically Developing ◽  
Children With Intellectual Disability

scholarly journals DESCRIPTIVE ANALYSIS OF PHONOLOGICAL ASPECTS AMONG HINDI-SPEAKING CHILDREN WITH INTELLECTUAL DISABLITY

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Ramandeep Kaur ◽  
T. A. Subbarao
Keyword(s):  
Intellectual Disability ◽  
Indian Population ◽  
Descriptive Analysis ◽  
Speech Sound ◽  
Speech Disorders ◽  
Typically Developing ◽  
Older Children ◽  
Typically Developing Children ◽  
Error Patterns ◽  
Children With Intellectual Disability

Phonology refers to the speech sound systems of a language. The term ‘phonemic’ refers to speech sound use. Most of the previous research reveals that phonological skills develop with age and thus older children had more accurate speech and fewer error patterns in their speech. The present study aimed to obtain extensive phonological data among in Hindi-speaking typically developing children across age-matched children with intellectual disability. The results revealed that phonology develops significantly with the age. Thus, older children had more accurate production and fewer error patterns in their speech relative to younger group. Also, typically developing children had a better control over their phonological aspects compared to children with intellectual disability.  A comparison with related studies has been discussed clearly in the paper which reveals a number of studies supporting the finding. The present study has significant implications for assessment of developmental speech disorders among Hindi-speaking Indian population. 

Impact on Siblings of Children With Intellectual Disability: The Role of Child Behavior Problems

2010 ◽  
Vol 115 (4) ◽  
pp. 291-306 ◽  
Author(s):  
Cameron L. Neece ◽  
Jan Blacher ◽  
Bruce L. Baker
Keyword(s):  
Intellectual Disability ◽  
Behavior Problems ◽  
Child Behavior ◽  
Negative Impact ◽  
Child Behavior Problems ◽  
Typical Development ◽  
Typically Developing ◽  
Intellectual Status ◽  
The Impact ◽  
Children With Intellectual Disability

Abstract The impact on everyday life for siblings of children with intellectual disability or typical development was examined. Participants were families of children with intellectual disability (n  =  39) or typical development (n  =  75). Child behavior problems and sibling impact were assessed at child ages 5, 6, 7, and 8. Results indicate that siblings of children with intellectual disability were consistently reported by mothers and fathers to be more negatively impacted compared to siblings of typically developing children. When child behavior problems were accounted for, however, there was no longer a significant relationship between child intellectual status and sibling impact. For both intellectual disability and typical development groups, cross-lagged panel analyses indicate that early child behavior problems lead to increased sibling negative impact over time.

Exploring Phonological Awareness Skills in Children With Intellectual Disability

2017 ◽  
Vol 122 (6) ◽  
pp. 476-491 ◽  
Author(s):  
Rachel Sermier Dessemontet ◽  
Anne-Françoise de Chambrier ◽  
Catherine Martinet ◽  
Urs Moser ◽  
Nicole Bayer
Keyword(s):  
Intellectual Disability ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Typically Developing ◽  
Early Reading Skills ◽  
Phoneme Blending ◽  
And Gender ◽  
Rhyme Detection ◽  
Phoneme Detection ◽  
Children With Intellectual Disability

Abstract The phonological awareness skills of 7- to 8-year-old children with intellectual disability (ID) were compared to those of 4- to 5-year-old typically developing children who were matched for early reading skills, vocabulary, and gender. Globally, children with ID displayed a marked weakness in phonological awareness. Syllable blending, syllable segmentation, and first phoneme detection appeared to be preserved. In contrast, children with ID showed a marked weakness in rhyme detection and a slight weakness in phoneme blending. Two school years later, these deficits no longer remained. Marked weaknesses appeared in phoneme segmentation and first/last phoneme detection. The findings suggest that children with ID display an atypical pattern in phonological awareness that changes with age. The implications for practice and research are discussed.

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