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

scholarly journals Evaluation of diet in preschool-age children with Down syndrome – preliminary examination

2019 ◽  
Vol 35 (2) ◽  
pp. 128-138 ◽  
Author(s):  
Anna Wrzochal ◽  
Aleksandra Gładyś-Jakubczyk ◽  
Edyta Suliga
Keyword(s):  
Down Syndrome ◽  
Preschool Age ◽  
Children With Down Syndrome ◽  
Preliminary Examination ◽  
Preschool Age Children

scholarly journals Down syndrome and parental depression: A double hit on early expressive language development

2020 ◽  
Vol 100 ◽  
pp. 103613 ◽  
Author(s):  
Hana D’Souza ◽  
Amanda Lathan ◽  
Annette Karmiloff-Smith ◽  
Denis Mareschal
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Expressive Language ◽  
Parental Depression ◽  
Double Hit ◽  
Expressive Language Development

Language Development in Preschool-Age Children Adopted From China

2005 ◽  
Vol 48 (1) ◽  
pp. 93-107 ◽  
Author(s):  
Jenny A. Roberts ◽  
Karen E. Pollock ◽  
Rena Krakow ◽  
Johanna Price ◽  
Kathleen C. Fulmer ◽  
...  
Keyword(s):  
Language Development ◽  
First Language ◽  
Preschool Age ◽  
English Speakers ◽  
Small Subset ◽  
Adopted Children ◽  
Language Tests ◽  
Preschool Age Children ◽  
Internationally Adopted Children ◽  
The Average Range

This study examined the language development of 55 preschool-age children adopted from China who had resided in their permanent homes for approximately 2 years or longer. Slightly over 5% of the children scored below average on 2 or more measures from a battery of standardized speech-language tests normed on monolingual English speakers. However, the vast majority scored within or well above the average range on 2 or more measures. Contrary to other reports on the language development of internationally adopted children, the results suggest that "second first language" acquisition proceeds rapidly in the majority of preschool-age children adopted as infants and toddlers. For the children in the sample who scored below average, results indicated that they were among the children who had been exposed to English for the least amount of time. The results of this study demonstrate both the robustness of the language system in the majority of adopted children from China as well as slower growth in a small subset of lower performers in the 1st years after adoption.

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.

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