scholarly journals An investigation into maternal use of telegraphic input to children with Down syndrome

2019 ◽  
Vol 47 (1) ◽  
pp. 225-249 ◽  
Author(s):  
Emily LORANG ◽  
Courtney E. VENKER ◽  
Audra STERLING
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Child Language ◽  
Speech Language Pathology ◽  
Language Abilities ◽  
Lexical Diversity ◽  
Children With Down Syndrome ◽  
Maternal Input ◽  
Language Pathology ◽  
Future Work

AbstractMaternal input influences language development in children with Down syndrome (DS) and typical development (TD). Telegraphic input, or simplified input violating English grammatical rules, is controversial in speech–language pathology, yet no research to date has investigated whether mothers of children with DS use telegraphic input. This study investigated the quality of linguistic input to children with DS compared to age-matched children with TD, and the relationship between maternal input and child language abilities. Mothers of children with DS simplified their input in multiple ways, by using a lower lexical diversity, shorter utterances, and more telegraphic input compared to mothers of children with TD. Telegraphic input was not significantly correlated with other aspects of maternal input or child language abilities. Since children with DS demonstrate specific deficits in grammatical compared to lexical abilities, future work should investigate the long-term influence of maternal telegraphic input on language development in children with DS.

Administration: Opportunities for Enhanced Clinical Experience Through Regional Stewardship

2012 ◽  
Vol 22 (2) ◽  
pp. 64-70
Author(s):  
Kelly A. Kleinhans ◽  
Sharon B. Hart
Keyword(s):  
Down Syndrome ◽  
Service Learning ◽  
Clinical Experience ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Speech Language Pathology ◽  
University Supervisors ◽  
Children With Down Syndrome ◽  
Language Pathology ◽  
Community Issues

Understanding the community in which one practices is equally important to the clinical skills and applications of knowledge acquired by a graduate student in speech-language pathology in clinical settings. Shifting political and economic landscapes that are the backdrop for service delivery necessitate that university supervisors help students recognize the influence of local and state community issues. In this article, the authors explain how a service-learning model was used to create a regional outreach activity to benefit stakeholders of a university speech and hearing clinic and members of the regional communities. Specifically, the clinical experience was designed to prepare Kentucky citizens to meet the unique needs of children with Down syndrome and their families.

The Cognitive Hypothesis and Its Influence on Speech-Language Services in Schools

1992 ◽  
Vol 23 (3) ◽  
pp. 198-202 ◽  
Author(s):  
Michael W. Casby
Keyword(s):  
Cognitive Development ◽  
Language Development ◽  
Child Language ◽  
Strong Form ◽  
Speech Language Pathology ◽  
Language Services ◽  
Language Pathology ◽  
Cognitive Revolution

In the area of child language development and disorders, the 1970s ushered in the "cognitive revolution." One of the prime aspects of this revolution was the cognitive hypothesis. In its strong form it was argued that cognitive development is a prerequisite to, and that it accounts for, language development. This article presents an illustrative overview of the literature addressing the cognitive hypothesis and language development and disorders. It identifies a significant, early, and continuing influence that the cognitive hypothesis has had on students’ eligibility for speech-language pathology services in schools.

scholarly journals Parent Command Use and Child Compliance During Parent–Child Interactions Including Children With Down Syndrome

2021 ◽  
pp. 1-7
Author(s):  
Emily K. Lorang ◽  
Audra Sterling
Keyword(s):  
Down Syndrome ◽  
Child Language ◽  
Free Play ◽  
Language Abilities ◽  
Mothers And Fathers ◽  
Children With Down Syndrome ◽  
Child Compliance ◽  
Parent Child Interactions ◽  
Play Interactions ◽  
Child Factors

Purpose This study investigated maternal and paternal command use and child compliance in children with Down syndrome during mother–child and father–child free-play interactions. We also examined child compliance to direct versus indirect commands, and the relationships between maternal command use, paternal command use, child compliance, and child speech and language abilities. Method Fifteen families including a mother, father, and child with Down syndrome participated. Mother–child and father–child dyads participated in free-play interactions. We coded overall parent command use, command type (direct or indirect), and child compliance with the commands. Child language abilities were measured using a standardized assessment as well as during free-play. Results Mothers and fathers of children with Down syndrome used a similar number of commands, and children complied similarly across interactions. Children were more likely to comply with direct versus indirect commands. Parent command use was related to child language abilities in different ways for mothers and fathers. Child compliance was not related to receptive or expressive language abilities. Conclusions Mothers and fathers of children with Down syndrome use commands in similar ways but may base their command use on different child factors. Using direct commands with children with Down syndrome may be beneficial when increasing compliance during early interactions.

scholarly journals Sleep Disturbance and Expressive Language Development in Preschool-Age Children With Down Syndrome

2015 ◽  
Vol 86 (6) ◽  
pp. 1984-1998 ◽  
Author(s):  
Jamie O. Edgin ◽  
Ursula Tooley ◽  
Bianca Demara ◽  
Casandra Nyhuis ◽  
Payal Anand ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Sleep Disturbance ◽  
Expressive Language ◽  
Preschool Age ◽  
Children With Down Syndrome ◽  
Preschool Age Children ◽  
Expressive Language Development

Type/Token Ratios: what do they really tell us?

1987 ◽  
Vol 14 (2) ◽  
pp. 201-209 ◽  
Author(s):  
Brian Richards
Keyword(s):  
Language Development ◽  
Sample Size ◽  
Linear Relationship ◽  
Child Language ◽  
Lexical Diversity ◽  
Diversity Measure ◽  
Closed Class ◽  
Language Research ◽  
Non Linear

ABSTRACTType/Token Ratios have been extensively used in child language research as an index of lexical diversity. This paper shows that the measure has frequently failed to discriminate between children at widely different stages of language development, and that the ratio may in fact fall as children get older. It is suggested here that such effects are caused by a negative, though non-linear, relationship between sample size (i.e. number of tokens) and Type/Token Ratio. Effects of open and closed class items are considered and an alternative Verbal Diversity measure is examined. Standardization of the number of tokens before computing Type/Token Ratios is recommended.

Mental State Language Use in Children with Down Syndrome and the Role of Caregivers

2021 ◽  
Vol 42 (04) ◽  
pp. 318-329
Author(s):  
Marie Moore Channell ◽  
Rebekah Bosley
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Mental State ◽  
Social Communication ◽  
School Age Children ◽  
School Age ◽  
Children With Down Syndrome ◽  
Mental State Language ◽  
State Language

AbstractChildren with Down syndrome (DS) have both strengths and difficulties in speech, language, and social communication. Mental state language—the ability to discuss others' perspectives such as their thoughts, feelings, and intentions—represents a foundational social communicative skill that is delayed in many children with DS, even into the school-age years. The purpose of this article is to review the evidence base on mental state language development in school-age children with DS, focusing in particular on assessment and intervention. We discuss assessment procedures that are both age appropriate and developmentally appropriate for this population. We also present preliminary data highlighting the role of caregivers in supporting mental state language development in school-age children with DS through shared storytelling. We propose that interventions aimed at supporting mental state language development in DS should include a focus on caregiver–child shared storybook reading, even in the school-age years. Therefore, we discuss key considerations for clinicians when teaching caregivers strategies for supporting mental state language and social communication in children with DS.

Preliminary evaluation of applicants to master's programs in speech-language pathology using vignettes and criteria from a holistic review process

2021 ◽  
Author(s):  
Teresa Girolamo ◽  
Stephen Politzer-Ahles ◽  
Samantha Ghali ◽  
BRITTANY WILLIAMS
Keyword(s):  
Linguistic Diversity ◽  
Preliminary Evaluation ◽  
Barriers To Entry ◽  
Speech Language Pathology ◽  
Master's Programs ◽  
Cultural And Linguistic Diversity ◽  
Holistic Review ◽  
Language Pathology ◽  
High Level ◽  
Future Work

Purpose: Little is known about how others evaluate applicants to master’s programs in speech-language pathology along criteria used during holistic review, despite more programs adopting holistic review. This knowledge gap limits our understanding of whether holistic admissions may offer a more equitable pathway to entering speech-language pathology. This study investigated how faculty and Ph.D. students evaluated applicants to master’s speech-language pathology programs along criteria used during holistic review.Method: We administered a survey online through a Qualtrics platform. Respondents (N = 66) were faculty and Ph.D. candidates in U.S. speech-language-hearing departments. Survey blocks included demographics, professional background, and vignettes. Vignettes featured profiles of applicants to master’s programs in speech-language pathology. Vignettes systematically varied in the indicators of applicant criteria, which were specified at low, moderate, or high levels, or not specified. After reading each vignette, respondents rated the applicant and indicated their admissions decision. Analysis included descriptives.Results: Relative to an applicant who was at a high level for all indicators except cultural and linguistic diversity, respondents ranked applicants who varied in their indicators of criteria levels lower. Respondents were also less likely to make an explicit “accept” decision (versus “waitlist” or “reject”) for this latter group of applicants. Conclusion: Even when implementing criteria used during holistic review, applicants who vary from a “high-achieving” stereotype may still face barriers to entry. Future work is needed to understand the precise nature of how holistic admissions review may play out in actual practice and help increase diversity in the profession.

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