Characterizing the Richness of Maternal Input for Word Learning in Neurogenetic Disorders

2021 ◽  
Vol 42 (04) ◽  
pp. 301-317
Author(s):  
Laura J. Mattie ◽  
Pamela A. Hadley
Keyword(s):  
Word Learning ◽  
Fragile X ◽  
Main Concern ◽  
Language Abilities ◽  
Case Examples ◽  
Similar Relation ◽  
Maternal Language ◽  
Maternal Input ◽  
Neurogenetic Disorders ◽  
Language Input

AbstractPromoting language abilities, including early word learning, in children with neurogenetic disorders with associated language disorders, such as Down syndrome (DS) and fragile X syndrome (FXS), is a main concern for caregivers and clinicians. For typically developing children, the quality and quantity of maternal language input and maternal gesture use contributes to child word learning, and a similar relation is likely present in DS and FXS. However, few studies have examined the combined effect of maternal language input and maternal gesture use on child word learning. We present a multidimensional approach for coding word-referent transparency in naturally occurring input to children with neurogenetic disorders. We conceptualize high-quality input from a multidimensional perspective, considering features from linguistic, interactive, and conceptual dimensions simultaneously. Using case examples, we highlight how infrequent the moments of word-referent transparency are for three toddlers with DS during play with their mothers. We discuss the implications of this multidimensional framework for children with DS and FXS, including the clinical application of our approach to promote early word learning for these children.

scholarly journals Joint Engagement and Early Language in Young Children With Fragile X Syndrome

2016 ◽  
Vol 59 (5) ◽  
pp. 1087-1098 ◽  
Author(s):  
Laura J. Hahn ◽  
Nancy C. Brady ◽  
Kandace K. Fleming ◽  
Steven F. Warren
Keyword(s):  
Young Children ◽  
Fragile X Syndrome ◽  
Rating Scale ◽  
Fragile X ◽  
Language Skills ◽  
Expressive Language ◽  
Autism Spectrum ◽  
Language Abilities ◽  
Joint Engagement ◽  
Autism Symptomatology

PurposeIn this study, we examine joint engagement (JE) in young children with fragile X syndrome (FXS) and its relationship to language abilities and autism spectrum disorder symptomatology at 24 to 36 months (toddler period) and 59 to 68 months (child period).MethodParticipants were 28 children with FXS (24 boys, four girls) and their mothers. Videotaped home observations were conducted during the toddler period and coded for JE. Language abilities were measured at both ages from a developmental assessment, a functional measure, and from a language sample. The Childhood Autism Rating Scale (Schopler, Reichler, & Renner, 1988) was completed at both ages.ResultsChildren with FXS spent more time in supported JE than in coordinated JE. Using a weighted JE variable, we found that children with FXS who had higher weighted JE scores also had more advanced expressive language skills at both the toddler and child periods. Weighted JE was negatively related to autism symptomatology in the toddler period.ConclusionThis study provides evidence that children with FXS who use more JE also have more advanced expressive language skills in early development. Therefore, existing early interventions that target JE behaviors may be effective for promoting language, social communication, and social interaction in this population.

scholarly journals Effect of Speaker Gaze on Word Learning in Fragile X Syndrome: A Comparison With Nonsyndromic Autism Spectrum Disorder

2015 ◽  
Vol 58 (2) ◽  
pp. 383-395 ◽  
Author(s):  
David P. Benjamin ◽  
Andrea S. McDuffie ◽  
Angela J. Thurman ◽  
Sara T. Kover ◽  
Ann M. Mastergeorge ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Fragile X Syndrome ◽  
Word Learning ◽  
Fragile X ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals How Early Maternal Language Input Varies by Race and Education and Predicts Later Child Language

2019 ◽  
Vol 91 (4) ◽  
pp. 1098-1115 ◽  
Author(s):  
Lynne Vernon‐Feagans ◽  
Mary Bratsch‐Hines ◽  
Elizabeth Reynolds ◽  
Michael Willoughby
Keyword(s):  
Child Language ◽  
Race And Education ◽  
Maternal Language ◽  
Language Input

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.

The relation of maternal language to variation in rate and style of language acquisition

1993 ◽  
Vol 20 (2) ◽  
pp. 313-342 ◽  
Author(s):  
June Hampson ◽  
Katherine Nelson
Keyword(s):  
Individual Differences ◽  
Language Acquisition ◽  
Child Language ◽  
Early Age ◽  
Main Thrust ◽  
Large Sample ◽  
Maternal Language ◽  
Maternal Input

ABSTRACTThe main thrust of this paper is to question whether in earlier studies the ‘motherese hypothesis’ has been adequately tested. The present study first explores concurrent relations between maternal and child language at an early age, using the Soyder, Bates & Bretherton (1981) questionnaire to assess vocabulary at 1;1. With a large sample of 45 subjects, videotaped at 1;1 and 1;8, it was possible to analyse earlier talkers separately from later talkers. The results indicate pre-existing differences between the mothers of earlier and later talkers as early as 1;1 – some 5 months before other studies have examined the possible facilitative effects of ‘motherese’. Secondly, and perhaps more importantly, when the sample was divided according to stylistic preference at 1;8, several associations between maternal language at 1;1 and MLU at 1;8 emerged for the non-expressive group which were non-existent for the expressive group. These results imply that earlier studies may have been looking for the effectiveness of maternal input too late. Moreover, it may continue to be difficult to demonstrate consistent effects of child-directed speech as long as researchers continue to ignore individual differences in style of language acquisition.

The Relationship Between Maternal Language Measures and Language Development in Toddlers With Expressive Vocabulary Delays

1999 ◽  
Vol 8 (4) ◽  
pp. 364-374 ◽  
Author(s):  
Luigi Girolametto ◽  
Elaine Weitzman ◽  
Megan Wiigs ◽  
Patsy Steig Pearce
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Structural Features ◽  
Expressive Vocabulary ◽  
Intervention Model ◽  
Maternal Language ◽  
Linguistic Input ◽  
Language Input ◽  
The Relationship ◽  
Structural Hypothesis

This study examined the relationship between variation in maternal language and variation in language development in a group of 12 children with expressive vocabulary delays. Mothers and their children participated in a parent-mediated intervention that adhered to the interactive model of language intervention. This intervention model arises out of social interactionist accounts of language acquisition and maintains that maternal language input has facilitatory effects on child development. The purpose of this study was to examine two compatible explanations for the facilitatory effects of maternal linguistic input in this intervention model: the responsivity hypothesis and the structural hypothesis. The responsivity hypothesis maintains that linguistic input that is semantically contingent on the child’s vocal or verbal utterances, or responsive to the child’s focus, facilitates language learning. The structural hypothesis posits that structural features of maternal language input that are just one step above the child’s abilities promote language learning. The results of this study indicated robust relationships between maternal use of imitation and expansion at Time 1 and measures of child language at Time 2. These results provided support for the effects of responsive language input on the language abilities of this sample of late talkers. These results have implications for social interaction theory and confirm the import of responsive input as viable intervention techniques for young children with expressive vocabulary delays.

Maternal language input and child maltreatment

1988 ◽  
Vol 9 (4) ◽  
pp. 272-286 ◽  
Author(s):  
Christina Christopoulos ◽  
John D. Bonvillian ◽  
Patricia M. Crittenden
Keyword(s):  
Child Maltreatment ◽  
Maternal Language ◽  
Language Input

Genetics, Behavior, and Behavioral Phenotypes

2005 ◽  
Author(s):  
James C. Harris
Keyword(s):  
Intellectual Disability ◽  
Behavioral Problems ◽  
Fragile X ◽  
Velocardiofacial Syndrome ◽  
Genetic Syndromes ◽  
Behavioral Phenotypes ◽  
History Of ◽  
Patterns Of Behavior ◽  
Neurogenetic Disorders ◽  
Underlying Mechanisms

Geneticists and specialists working with individuals with intellectual disability now recognize that genetic syndromes may have characteristic physical phenotypes and behavioral features that may be linked to a specific genetic syndrome. These patterns of behavior are referred to as behavioral phenotypes. This chapter utilizes a developmental perspective to provide a definition and characterization of behavioral phenotypes in neurodevelopmental disorders and to discuss etiology, methodologies to understand underlying mechanisms, and the natural history of the disorder. Neurogenetic disorders with behavioral phenotypes include (1) Down syndrome, (2) Velocardiofacial syndrome, (3) Smith-Magenis syndrome, (4) Turner syndrome, (5) Rett’s disorder, (6) Lesch-Nyhan syndrome, (7) Prader-Willi and Angelman syndromes, (8) fragile X syndrome, and (9) Williams syndrome. Each of these neurogenetic disorders involves a different genetic mechanism and provides a portal to understand neurodevelopment. A disorder that is environmentally induced, fetal alcohol syndrome, is also discussed and it, too, may provide a key to understanding aspects of the developing brain (Ikonomidou et al., 2000). The first description of behavior associated with an intellectual disability syndrome was by Down (1887). In describing the syndrome that bears his name, Down observed that “They have considerable powers of imitation, even bordering on being mimics. Their humorousness and a lively sense of the ridiculous often color their mimicry.” Later, he added: “Several patients who have been under my care have been wont to convert their pillow cases into surplices (vestments) and to imitate, in tone and gesture, the clergymen or chaplain which they have recently heard.” He also commented on personality traits, saying that “Another feature is their great obstinacy—they can only be guided by consummate tact.” Although these stereotypes were not confirmed in subsequent studies (Gath and Gumley, 1986; Gunn, Berry, and Andrews, 1981), the prospect of linking behavior and genetics was introduced in this first description of a neurogenetic disorder. Subsequent early clinical descriptions, such as that of tuberous sclerosis complex by Critchley and Earl (1932), identified peculiar, and severe, behavioral problems in children and adult with that condition.

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