Bimanual Coordination Preferences in Adults with Down Syndrome

2005 ◽  
Vol 22 (1) ◽  
pp. 83-98 ◽  
Author(s):  
Shannon D. Ringenbach ◽  
Dawn A. Lantero
Keyword(s):  
Down Syndrome ◽  
Developmental Differences ◽  
Attentional Resources ◽  
Mental Age ◽  
Comparison Groups ◽  
Phase Coordination ◽  
Matched Comparison ◽  
Coordination Patterns ◽  
Circle Drawing ◽  
Do So

This study examined the influences of intention on continuous bimanual circle drawing performed by adults with Down syndrome (DS) and mental age (MA) and chronological age (CA) matched comparison groups. The task was performed with preferred and instructed coordination patterns paced by a 500 ms metronome. While all participants adopted an in-phase coordination mode in the preferred conditions, only the adults with DS were unable to perform in-phase coordination when instructed to do so. We suggest that intention to perform specific coordination patterns taxes the attentional resources available, and mental age may be a precipitating factor to appropriate attention directing when performing multiple tasks. Results are discussed with respect to the developmental differences in attentional resources.

A Comparison of Phonological Skills of Boys With Fragile X Syndrome and Down Syndrome

2005 ◽  
Vol 48 (5) ◽  
pp. 980-995 ◽  
Author(s):  
Joanne Roberts ◽  
Steven H. Long ◽  
Cheryl Malkin ◽  
Elizabeth Barnes ◽  
Martie Skinner ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Fragile X Syndrome ◽  
Fragile X ◽  
Speech Development ◽  
Developmental Differences ◽  
Typically Developing ◽  
Phonological Development ◽  
Phonological Processes ◽  
Mental Age ◽  
Whole Word

In this study, the authors compared the phonological accuracy and patterns of sound change of boys with fragile X syndrome, boys with Down syndrome, and typically developing mental-age-matched boys. Participants were 50 boys with fragile X syndrome, ages 3 to 14 years; 32 boys with Down syndrome, ages 4 to 13 years; and 33 typically developing boys, ages 2 to 6 years, who were matched for nonverbal mental age to both the boys with fragile X syndrome and the boys with Down syndrome. All participants were administered a standardized articulation test, and their sound accuracy, phonological process, and proportion of whole-word proximity scores were analyzed. Although boys with fragile X syndrome were delayed in their speech development, they did not differ from the typically developing, mental-age-matched boys in the percentage of correct early-, middle-, and late-developing consonants; phonological processes; or whole-word proximity scores. Furthermore, boys with fragile X syndrome had fewer errors on early-, middle-, and late-developing consonants; fewer syllable structure processes; and higher whole-word proximity scores than did boys with Down syndrome. Boys with Down syndrome also were delayed in their speech development, yet their phonological inventories, occurrences of phonological processes, and proportion of whole-word proximity scores indicated greater delays in their phonological development than the younger, typically developing boys. These results suggest that males with fragile X syndrome display phonological characteristics in isolated words similar to younger, typically developing children, whereas males with Down syndrome show greater delays as well as some developmental differences compared with both the males with fragile X syndrome and typically developing males.

Recognizing voice: the child with autism spectrum disorder

2016 ◽  
Vol 10 (3) ◽  
pp. 140-152 ◽  
Author(s):  
Susan Jennifer Ni Chuileann ◽  
Jean Quigley
Keyword(s):  
Verbal Ability ◽  
Children With Autism ◽  
Simultaneous Presentation ◽  
Autism Spectrum ◽  
Facilitation Effect ◽  
Content Type ◽  
Future Studies ◽  
Mental Age ◽  
Comparison Groups ◽  
Matched Comparison

Purpose This paper assesses the ability of the minimally verbal child with autism to recognise their own voice. The rationale for this study rests in recent advances in technology aimed at making the voice of speech generating devices (SGDs) sound more like the child using them (van Santen and Black, 2009). The purpose of this paper is to investigate the child’s ability to actually recognise the sound of their own voice in a series of short experiments using computer-based methodology. Design/methodology/approach Using a voice-face matching computerised paradigm, the performance of 33 children with autism was compared to that of 27 children with developmental delay (DD), and 33 typically developing (TD) children. The children were matched for verbal and non-verbal ability and a training period was conducted prior to the main test to ensure children’s understanding of what was expected of them. Findings The findings of this study suggest that the child with autism recognise the sound of their own voice at test, but with much greater difficulty than age-and-ability matched comparison groups. The implications of this finding are useful for researchers in the field of speech mimicry technology and manufacturers of SGD software packages. The paper also provides empirical insights about how the child with autism may process voice in their everyday social interactions. Research limitations/implications Some limitations to this study exist, for instance, there were only a small number of presentations involving self-voice in this task. This may have over simplified the process for the young TD children and the children with DD. Nevertheless, it is striking that despite being matched for non-verbal mental age, the children with autism performed significantly less well than either of the other two groups of children. However, future studies would benefit from adjusting the number of presentations of voice and face accordingly. It is also important to note that for some children with autism the simultaneous presentation of faces and voices may act more as an interference effect (Cook and Wilding, 1997; Joassin et al., 2004) than a facilitation effect (Molholm et al., 2002). Future studies may wish to test a subgroup on voice recognition without the aid of visual prompts. Practical implications The paper includes implications for the type of voice children with autism may prefer to use when communicating via a SGD. The authors suggest that if the child does not recognise or prefer the sound of their own natural voice on such devices, partial or complete abandonment of the SGD may occur. Originality/value This paper fulfils an identified need to research how children’s abilities and preferences can be taken into account at the point of decision making for particular communication tools.

scholarly journals Inhibitory Dimensions and Delay of Gratification: A Comparative Study on Individuals with Down Syndrome and Typically Developing Children

2021 ◽  
Vol 11 (5) ◽  
pp. 636
Author(s):  
Martina Fontana ◽  
Maria Carmen Usai ◽  
Sandra Pellizzoni ◽  
Maria Chiara Passolunghi
Keyword(s):  
Down Syndrome ◽  
Response Inhibition ◽  
Interference Suppression ◽  
Delay Of Gratification ◽  
Evidence Based ◽  
Typically Developing ◽  
Older Individuals ◽  
Typically Developing Children ◽  
Mental Age ◽  
Two Samples

While previous research on inhibition in people with Down syndrome (DS) reported contradictory results, with no explicit theoretical model, on the other hand, a more homogeneous impaired profile on the delay of gratification skills emerged. The main goal of the present study was to investigate response inhibition, interference suppression, and delay of gratification in 51 individuals with DS matched for a measure of mental age (MA) with 71 typically developing (TD) children. Moreover, we cross-sectionally explored the strengths and weaknesses of these components in children and adolescents vs. adults with DS with the same MA. A battery of laboratory tasks tapping on inhibitory sub-components and delay of gratification was administrated. Results indicated that individuals with DS showed an overall worse performance compared to TD children on response inhibition and delay of gratification, while no differences emerged between the two samples on the interference suppression. Additionally, our results suggested that older individuals with DS outperformed the younger ones both in response inhibition and in the delay of gratification, whereas the interference suppression still remains impaired in adulthood. This study highlights the importance of evaluating inhibitory sub-components considering both MA and chronological age in order to promote more effective and evidence-based training for this population.

scholarly journals A Multi-Method Investigation of Pragmatic Development in Individuals With Down Syndrome

2017 ◽  
Vol 122 (4) ◽  
pp. 289-309 ◽  
Author(s):  
Michelle Lee ◽  
Lauren Bush ◽  
Gary E. Martin ◽  
Jamie Barstein ◽  
Nell Maltman ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Executive Function ◽  
Theory Of Mind ◽  
Parent Report ◽  
Standardized Assessments ◽  
Pragmatic Competence ◽  
Pragmatic Language ◽  
Expressive Vocabulary ◽  
Pragmatic Development ◽  
Mental Age

Abstract This longitudinal study examined pragmatic language in boys and girls with Down syndrome (DS) at up to three time points, using parent report, standardized and direct assessments. We also explored relationships among theory of mind, executive function, nonverbal mental age, receptive and expressive vocabulary, grammatical complexity, and pragmatic competence. Controlling for cognitive and language abilities, children with DS demonstrated greater difficulty than younger typically developing controls on parent report and standardized assessments, but only girls with DS differed on direct assessments. Further, pragmatic skills of individuals with DS developed at a delayed rate relative to controls. Some sex-specific patterns of pragmatic impairments emerged. Theory of mind and executive function both correlated with pragmatic competence. Clinical and theoretical implications are discussed.

Bimanual Circle Drawing during Secondary Task Loading

Motor Control ◽  
1998 ◽  
Vol 2 (2) ◽  
pp. 106-113 ◽  
Author(s):  
Jeffery J. Summers ◽  
Winston D. Byblow ◽  
Don F. Bysouth-Young ◽  
Andras Semjen
Keyword(s):  
Cognitive Processes ◽  
Secondary Task ◽  
Coordination Mode ◽  
Transition Frequency ◽  
Counting Task ◽  
Symmetrical Pattern ◽  
Asymmetrical Pattern ◽  
Movement Frequency ◽  
Coordination Patterns ◽  
Circle Drawing

Seven right-handed participants performed bimanual circling movements in either a symmetrical or an asymmetrical coordination mode. Movements were paced with an auditory metronome at predetermined frequencies corresponding to transition frequency, where asymmetrical patterns became unstable, or at two-thirds transition frequency, where both symmetrical and asymmetrical patterns were stable. The pacing tones were presented in either a high (1000 Hz) or low (500 Hz) pitch, and the percentage of high-pitched tones during a 20 s trial varied between 0% and 70%. Participants were instructed to count the number of high-pitched pacing tones that occurred during a trial of bimanual circling. Overall, the symmetrical pattern was more stable than the asymmetrical pattern at both frequencies. Errors on the tone-counting task were significantly higher during asymmetrical circling than symmetrical circling but only at the transition movement frequency. The results suggest that cognitive processes play a role in maintaining coordination patterns within regions of instability.

Adults with Down Syndrome Benefit from Visual Instructions for Spatial-Temporal Aspects of Drumming

2006 ◽  
Vol 23 (1) ◽  
pp. 78-93 ◽  
Author(s):  
Shannon D. Ringenbach ◽  
Anna Balp-Riera
Keyword(s):  
Down Syndrome ◽  
The Other ◽  
Chronological Age ◽  
Mental Age ◽  
Temporal Aspects ◽  
Temporal Measures ◽  
Visual Instructions

Ten adults with Down syndrome (DS), 10 mental age-matched, and 10 chronological age-matched participants drummed continuously with both hands for 10 s in response to verbal in-phase (”up,” “down”) and anti-phase (”left,” “right”), visual in-phase (video of both drumsticks moving up and down together) and anti-phase (video of the left, then right drumstick hitting each drum), and auditory in-phase (sound of both drums being hit, then cymbal being hit) and anti-phase (sound of one drum being hit, then the other drum being hit) instructions. Timing and coordination consistency were similar for in-phase and anti-phase drumming for adults with DS, whereas in-phase was more consistent than anti-phase drumming for CA. In addition, spatial-temporal measures showed performance advantages when using visual instructions.

Attention allocation to facial expressions of emotion among persons with Williams and Down syndromes

2016 ◽  
Vol 29 (4) ◽  
pp. 1189-1197 ◽  
Author(s):  
Karen J. Goldman ◽  
Cory Shulman ◽  
Yair Bar-Haim ◽  
Rany Abend ◽  
Jacob A. Burack
Keyword(s):  
Down Syndrome ◽  
Facial Expressions ◽  
Williams Syndrome ◽  
Attention Capture ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Social Approach ◽  
Mental Age ◽  
Williams Syndrome Group ◽  
Facial Expressions Of Emotion

AbstractIndividuals with Williams syndrome and those with Down syndrome are both characterized by heightened social interest, although the manifestation is not always similar. Using a dot-probe task, we examined one possible source of difference: allocation of attention to facial expressions of emotion. Thirteen individuals with Williams syndrome (mean age = 19.2 years, range = 10–28.6), 20 with Down syndrome (mean age = 18.8 years, range = 12.1–26.3), and 19 typically developing children participated. The groups were matched for mental age (mean = 5.8 years). None of the groups displayed a bias to angry faces. The participants with Williams syndrome showed a selective bias toward happy faces, whereas the participants with Down syndrome behaved similarly to the typically developing participants with no such bias. Homogeneity in the direction of bias was markedly highest in the Williams syndrome group whose bias appeared to result from enhanced attention capture. They appeared to rapidly and selectively allocate attention toward positive facial expressions. The complexity of social approach behavior and the need to explore other aspects of cognition that may be implicated in this behavior in both syndromes is discussed.

Sign in / Sign up

Export Citation Format

Share Document