Cerebral Specialisation for Receptive Language in Individuals with Down Syndrome

1995 ◽  
Vol 47 (3) ◽  
pp. 137-140 ◽  
Author(s):  
Daniel J. Weeks ◽  
Romeo Chua ◽  
Digby Elliott ◽  
James Lyons ◽  
Barbara J. Pollock
Keyword(s):  
Down Syndrome ◽  
Receptive Language

Abnormal fMRI Activation Pattern During Story Listening in Individuals With Down Syndrome

2009 ◽  
Vol 114 (5) ◽  
pp. 369-380 ◽  
Author(s):  
Elizabeth A. Reynolds Losin ◽  
Susan M. Rivera ◽  
Elizabeth D. O'Hare ◽  
Elizabeth R. Sowell ◽  
Joseph D. Pinter
Keyword(s):  
Down Syndrome ◽  
Receptive Language ◽  
Typically Developing ◽  
Cingulate Gyrus ◽  
Activation Pattern ◽  
Activation Patterns ◽  
Middle Temporal ◽  
Story Listening ◽  
Neural Underpinnings ◽  
Language Areas

Abstract Down syndrome is characterized by disproportionately severe impairments of speech and language, yet little is known about the neural underpinnings of these deficits. We compared fMRI activation patterns during passive story listening in 9 young adults with Down syndrome and 9 approximately age-matched, typically developing controls. The typically developing group exhibited greater activation than did the Down syndrome group in classical receptive language areas (superior and middle temporal gyri) for forward > backward speech; the Down syndrome group exhibited greater activation in cingulate gyrus, superior and inferior parietal lobules, and precuneus for both forward speech > rest and backward speech > rest. The Down syndrome group showed almost no difference in activation patterns between the language (forward speech) and nonlanguage (backward speech) conditions.

scholarly journals Do Infants With Down Syndrome Show an Early Receptive Language Advantage?

2020 ◽  
Vol 63 (2) ◽  
pp. 585-598
Author(s):  
Emily Mason-Apps ◽  
Vesna Stojanovik ◽  
Carmel Houston-Price ◽  
Emily Seager ◽  
Sue Buckley
Keyword(s):  
Down Syndrome ◽  
Language Skills ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Auditory Comprehension ◽  
Expressive Vocabulary ◽  
Time Points ◽  
Expressive Communication ◽  
Shed Light

Purpose The study explored longitudinally the course of vocabulary and general language development in a group of infants with Down syndrome (DS) compared to a group of typically developing (TD) infants matched on nonverbal mental ability (NVMA). Method We compared the vocabulary and general language trajectories of the two groups in two ways: (a) at three time points during a 12-month period and (b) at two time points when the groups had made equal progress in NVMA (a period of 6 months for the TD infants vs. 12 months for the infants with DS). Results The TD group had overtaken the DS group on all general language and vocabulary measures by the end of the 12-month period. However, expressive communication and expressive vocabulary were developing at the same rate and level in the two groups when examined over a period in which the two groups were matched in gains in NVMA. Furthermore, the infants with DS showed a receptive language advantage over the TD group; this group's auditory comprehension and receptive vocabulary scores were superior to those of the TD group at both time points when NVMA was accounted for. Conclusion The results shed light on the widely reported discrepancy between expressive and receptive language in individuals with DS. Although infants with DS appear to be developing language skills more slowly than chronological age TD peers, when NVMA is taken into account, infants with DS do not have expressive language delays, and they seem to show a receptive language advantage.

scholarly journals Aging in persons with Down syndrome and mental retardation: receptive language, visual motor integration, and fluency

2000 ◽  
Vol 15 (8) ◽  
pp. 746-746 ◽  
Author(s):  
C. Miezejeski ◽  
D. Devenny ◽  
S Krinsky-McHale ◽  
W Zigman ◽  
W Silverman
Keyword(s):  
Down Syndrome ◽  
Mental Retardation ◽  
Receptive Language ◽  
Visual Motor Integration ◽  
Visual Motor

Phonological Awareness and Oral Reading Skill in Children With Down Syndrome

2000 ◽  
Vol 43 (3) ◽  
pp. 595-608 ◽  
Author(s):  
Linda Cupples ◽  
Teresa Iacono
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Oral Reading ◽  
Reading Ability ◽  
Reading Development ◽  
Reading Skill ◽  
Receptive Language ◽  
Phoneme Segmentation ◽  
Children With Down Syndrome ◽  
Theoretical View

The existence of a necessary association between phonological awareness (PA) and oral reading development has been questioned using evidence from children with Down syndrome. In this study, 22 children with Down syndrome (between the ages of 6;7 and 10;3) initially completed tests of receptive language, cognitive function, oral reading, and PA. Reading and PA were reassessed approximately 9 months later. Better oral reading was associated with superior phoneme segmentation skills on reassessment. Furthermore, there was some evidence that early segmentation ability predicted later nonword reading, but not the reverse. The results indicate an association between PA and early oral reading ability in children with Down syndrome and are interpreted within a theoretical view of reading development in which PA plays a central role.

scholarly journals The Influence of Hearing Impairment on Mental Age in Down Syndrome: Preliminary Results

2021 ◽  
Vol 9 ◽  
Author(s):  
Amanda Saksida ◽  
Davide Brotto ◽  
Giulia Pizzamiglio ◽  
Elena Bianco ◽  
Sara Bressan ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Cognitive Decline ◽  
Hearing Impairment ◽  
Functional Outcomes ◽  
Young Patients ◽  
Receptive Language ◽  
Language Abilities ◽  
Mental Age ◽  
The Impact

The increased life expectancy for patients with Down Syndrome (DS) has elicited the need to improve their quality of life by enhancing functional outcomes and identifying the factors that contribute to their long-term cognitive decline. Although the majority of individuals with DS have issues with hearing impairment (HI) since early childhood, to our knowledge no study has investigated whether HI represents a potential modulator of cognitive decline over time. The present explorative cohort study, albeit very preliminary due to the limited cohort (17 children), highlights the significant relation of a significant HI not only with receptive language abilities, but also with mental age in young patients with DS. Additional studies are required to confirm the link between HI and mental age and to assess the impact of audiological treatment on the enhancement of functional outcomes and of cognitive decline in individuals with DS.

scholarly journals Communicative Use of Triadic Eye Gaze in Children With Down Syndrome, Autism Spectrum Disorder, and Other Intellectual and Developmental Disabilities

2019 ◽  
Vol 28 (4) ◽  
pp. 1509-1522
Author(s):  
Laura J. Hahn ◽  
Nancy C. Brady ◽  
Theresa Versaci
Keyword(s):  
Down Syndrome ◽  
Developmental Disabilities ◽  
Expressive Language ◽  
Eye Gaze ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Language Models ◽  
Intellectual And Developmental Disabilities ◽  
Language Abilities ◽  
Children With Asd

Purpose This study examines differences in the communicative use of triadic eye gaze (TEG) during a communicative interaction in 2 neurodevelopmental disorders: Down syndrome (DS) and autism spectrum disorders (ASD), and a 3rd group of varying disabilities associated with intellectual and developmental disabilities (IDDs). Also, the relationship between TEG use and language abilities was explored. Method Participants were 45 children, 15 in each group. The frequency of TEG was coded during a scripted communication assessment when children were between 3 and 6 years of age (37–73 months). Receptive and expressive language was measured using raw scores from the Mullen Scales of Early Learning concurrently between 3 and 6 years and again 2 years later when children were between 5 and 8 years (59–92 months). Results Descriptively, children with DS had a higher frequency of TEG than children with ASD and IDD, but significant differences were only observed between children with DS and ASD. More TEG at Time 1 in children with DS was associated with higher receptive language at Time 1 and higher expressive language at Time 2. For children with ASD, a trend for a positive association between TEG at Time 1 and language abilities at Time 2 was observed. No significant associations were observed for children with IDD. Conclusion Children with DS used TEG significantly more than children with ASD in this sample. Identifying strengths and weaknesses in TEG use is important because providing caregiver training to facilitate TEG can result in increased opportunities to respond with language models and promote language development.

scholarly journals Validitas Konstruk Peabody Picture Vocabulary Test-Edisi Keempat (PPVT-4) pada Anak dengan Sindrom Down

2021 ◽  
Vol 26 (1) ◽  
pp. 169-194
Author(s):  
Neneng Tati Sumiati ◽  
Frieda Mangunsong ◽  
Guritnaningsih Guritnaningsih
Keyword(s):  
Down Syndrome ◽  
Factor Model ◽  
Language Skills ◽  
Receptive Language ◽  
Vocabulary Test ◽  
Fourth Edition ◽  
Peabody Picture Vocabulary ◽  
Language Abilities ◽  
Peabody Picture Vocabulary Test ◽  
The One

Receptive language is importance to facilitate the acquisition of language skills. Measuring receptive language skills is crucial, especially for children with language limitations, such as children with Down Syndrome (DS). This study aims to examine the construct validity of the Peabody Picture Vocabulary Test - Fourth Edition (PPVT-4) in children with DS. The research respondents consisted of 98 children with DS who are members of Persatuan Orang Tua Anak dengan Down Syndrome (POTADS) in the Jakarta, Bandung and Padang. Data were collected individually and administered by a psychologist. Data were analyzed using confimatory factor analysis (CFA). The results show that the one-factor model for set-1 to set-10 fit with the data and all items were valid, except for item 106. The implication is the PPVT-4 can be used to measure receptive language abilities of children with DS and estimate of the age equivalent of receptive language abilities.

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