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.

scholarly journals Cross-Sectional Trajectories of Mental State Language Development in Children With Down Syndrome

2020 ◽  
Vol 29 (2) ◽  
pp. 760-775
Author(s):  
Marie Moore Channell
Keyword(s):  
Down Syndrome ◽  
Mental State ◽  
Language Use ◽  
Picture Book ◽  
Developmental Trajectory ◽  
Cross Sectional ◽  
Children With Down Syndrome ◽  
Mental State Language ◽  
Mental State Terms ◽  
State Language

Purpose This article (a) examined the cross-sectional trajectories of mental state language use in children with Down syndrome (DS) and (b) identified developmental factors associated with its use. Method Forty children with DS aged 6–11 years generated stories from a wordless picture book and completed an assessment battery of other linguistic, cognitive, and social–emotional skills. Their narratives were coded for mental state language density (the proportion of utterances containing mental state references) and diversity (the number of different mental state terms used). Results The emergence of mental state language use during narrative storytelling was observed across the sample; 0%–24% of children's utterances included references to mental states, and a variety of mental state terms were produced. Cross-sectional developmental trajectory analysis revealed that expressive vocabulary and morphosyntax were significantly related to increased mental state language density and diversity. Nonverbal emotion knowledge was significantly related to greater diversity of mental state terms used. Age and nonverbal cognition were not significant factors. Conclusions This first in-depth, within-syndrome characterization of mental state language use by school-age children with DS provides an important next step for understanding mental state and narrative development in this population. By identifying skills associated with the development of mental state language, this study provides an avenue for future longitudinal research to determine causal relationships, ultimately informing intervention efforts.

MENTAL STATE LANGUAGE DEVELOPMENT: THE LONGITUDINAL ROLES OF ATTACHMENT AND MATERNAL LANGUAGE

2017 ◽  
Vol 38 (3) ◽  
pp. 329-342 ◽  
Author(s):  
Erin Becker Razuri ◽  
Amanda R. Hiles Howard ◽  
Karyn B. Purvis ◽  
David R. Cross
Keyword(s):  
Language Development ◽  
Mental State ◽  
Maternal Language ◽  
Mental State Language ◽  
State Language

The Evaluation of a Personal Narrative Language Intervention for School-Age Children With Down Syndrome

2017 ◽  
Vol 122 (4) ◽  
pp. 310-332 ◽  
Author(s):  
Lizbeth Finestack ◽  
Katy H. O'Brien ◽  
Jolene Hyppa-Martin ◽  
Kristen A. Lyrek
Keyword(s):  
Down Syndrome ◽  
Personal Narrative ◽  
School Age Children ◽  
Single Subject ◽  
School Age ◽  
Children With Down Syndrome ◽  
Narrative Skills ◽  
Treatment Gains ◽  
Mean Length Of Utterance ◽  
Study Participants

Abstract The purpose of this study was to evaluate the feasibility of an intervention focused on improving personal narrative skills of school-age children with Down syndrome (DS) using an approach involving visual supports. Four females with DS, ages 10 through 15 years, participated in this multiple baseline across participants single-subject experimental design study. Participants completed 18 intervention sessions that targeted personal narrative goals. Parents completed a survey regarding their perspectives of the intervention. Two participants made small treatment gains in mean length of utterance. One participant had small to medium gains on all macrostructural measures. Parent perspectives were positive. Results support the feasibility of personal narrative interventions for individuals with DS when visual support is provided.

Role of a nurse in the rehabilitation of children using ReviMotion hardware and software complex

2020 ◽  
pp. 49-56
Author(s):  
T. Shirshova
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
School Age Children ◽  
Equipment Management ◽  
School Age ◽  
Rehabilitation Process ◽  
Software Complex ◽  
Trained Personnel ◽  
The Central Nervous System

Disorders of the musculoskeletal system in school-age children occupy 1-2 places in the structure of functional abnormalities. Cognitive impairment without organic damage to the central nervous system is detected in 30-56% of healthy school children. Along with the increase in the incidence rate, the demand for rehabilitation systems, which allow patients to return to normal life as soon as possible and maintain the motivation for the rehabilitation process, is also growing. Adaptation of rehabilitation techniques, ease of equipment management, availability of specially trained personnel and availability of technical support for complexes becomes important.

Sign in / Sign up

Export Citation Format

Share Document