Vocalization patterns in young children with Down syndrome: Utilizing the language environment analysis (LENA) to inform behavioral phenotypes

2017 ◽  
Vol 22 (4) ◽  
pp. 328-345 ◽  
Author(s):  
Chandni Parikh ◽  
Ann M Mastergeorge
Keyword(s):  
Down Syndrome ◽  
Expressive Language ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Behavioral Phenotypes ◽  
Environment Analysis ◽  
Targeted Interventions ◽  
Children With Down Syndrome ◽  
Language Environment Analysis ◽  
Language Environment

Children with Down syndrome (DS) are at higher risk for both delayed expressive language and poor speech intelligibility. The current study utilized the quantitative automated language environment analysis (LENA) to depict mother and child vocalizations and conversational patterns in the home of 43 children with DS, chronologically aged 24–64 months. Children with DS displayed fewer utterances than typically developing children; however, there was wide variability. Furthermore, children with DS did not show increased vocalization counts across their chronological ages. In contrast to previous findings, this study found that the mothers of children with DS had a reduced number of vocalizations. However, the vocalizations increased with age in comparison to mothers of typically developing children. Implications for targeted interventions that facilitate learning opportunities in bidirectional contexts for children with DS and their parents are discussed, with particular attention to quantify behavioral phenotypes utilizing a novel expressive language assessment tool.

scholarly journals Validation of the Language ENvironment Analysis (LENA) system for Dutch

2020 ◽  
pp. 1-27
Author(s):  
Eva BRUYNEEL ◽  
Ellen DEMURIE ◽  
Sofie BOTERBERG ◽  
Petra WARREYN ◽  
Herbert ROEYERS
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Risk Status ◽  
Environment Analysis ◽  
Language Environment Analysis ◽  
Language Environment ◽  
Conversational Turns

Abstract The validity of the Language ENvironment Analysis (LENA) System was evaluated for Dutch. 216 5-min samples (six samples per age per child) were selected from daylong recordings at 5, 10 and 14 months of age of native Dutch-speaking younger siblings of children with autism spectrum disorder (N = 6) and of typically developing children (N = 6). Two native Dutch-speaking coders counted the amount of adult words (AWC), child vocalisations (CVC) and conversational turns (CT). Consequently, correlations between LENA and human estimates were explored. Correlations were high for AWC at all ages (r = .73 to .81). Regarding CVC, estimates were moderately correlated at 5 months (r = .57) but the correlation decreased at 10 (r = .37) and 14 months (r = .14). Correlations for CT were low at all ages (r = .19 to .28). Lastly, correlations were not influenced by the risk status of the children.

scholarly journals The Association between Difficulties with Speech Fluency and Language Skills in a National Age Cohort of Children with Down Syndrome

2021 ◽  
Vol 11 (6) ◽  
pp. 704
Author(s):  
Kari-Anne B. Næss ◽  
Egil Nygaard ◽  
Hilde Hofslundsengen ◽  
J. Scott Yaruss
Keyword(s):  
Down Syndrome ◽  
Language Skills ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Cross Sectional ◽  
Exact Test ◽  
Children With Down Syndrome ◽  
Speech Fluency ◽  
Age Cohort ◽  
Student’S T

The present study (a) addressed difficulties in speech fluency in children with Down syndrome and typically developing children at a similar non-verbal level and (b) examined the association between difficulties with speech fluency and language skills in children with Down syndrome. Data from a cross-sectional parent survey that included questions about children’s difficulties with speech fluency, as well as clinical tests from a national age cohort of 43 six-year-olds with Down syndrome and 57 young typically developing children, were collected. Fisher’s exact test, Student’s t-test, linear regression, and density ellipse scatter plots were used for analysis. There was a significantly higher occurrence of parent-reported difficulties with speech fluency in the children with Down syndrome. Higher language scores were significantly associated with a lower degree of difficulties; this association was strongest for vocabulary and phonological skills. Although difficulties with speech fluency were not reported for all children with Down syndrome, a substantially higher occurrence of such difficulties was reported compared to that for typically developing children. The significant association between difficulties with speech fluency and the level of language functioning suggests that speech fluency and language skills should be taken into consideration when planning treatment for children with Down syndrome.

Gestural symbolic strategies in children with Down syndrome

Gesture ◽  
2020 ◽  
Vol 19 (2-3) ◽  
pp. 299-334
Author(s):  
Arianna Bello ◽  
Silvia Stefanini ◽  
Pasquale Rinaldi ◽  
Daniela Onofrio ◽  
Virginia Volterra
Keyword(s):  
Down Syndrome ◽  
Picture Naming ◽  
Item Analysis ◽  
Naming Task ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Communicative Development ◽  
Developmental Age ◽  
Representational Gestures

Abstract In early communicative development, children with Down syndrome (DS) make extensive use of gestures to compensate for articulatory difficulties. Here, we analyzed the symbolic strategies that underlie this gesture production, compared to that used by typically developing children. Using the same picture-naming task, 79 representational gestures produced by 10 children with DS and 42 representational gestures produced by 10 typically developing children of comparable developmental age (3;1 vs. 2;9, respectively) were collected. The gestures were analyzed and classified according to four symbolic strategies. The two groups performed all of the strategies, with no significant differences for either choice or frequency of the strategies used. The item analysis highlighted that some photographs tended to elicit the use of the same strategy in both groups. These results indicate that similar symbolic strategies are active in children with DS as in typically developing children, which suggests interesting similarities in their symbolic development.

scholarly journals Observational Assessment and Maternal Reports of Motivation in Children and Adolescents With Down Syndrome

2011 ◽  
Vol 116 (2) ◽  
pp. 153-164 ◽  
Author(s):  
Linda Gilmore ◽  
Monica Cuskelly
Keyword(s):  
Down Syndrome ◽  
Intellectual Disability ◽  
Children And Adolescents ◽  
Group Differences ◽  
Typically Developing ◽  
Observational Assessment ◽  
Typically Developing Children ◽  
Significant Group ◽  
Children With Down Syndrome ◽  
Maternal Reports

Abstract Despite a lack of consistent empirical evidence, there has been an ongoing assumption that intellectual disability is associated with reduced levels of motivation. The participants in this study were 33 children with Down syndrome ages 10–15 years and 33 typically developing 3–8-year-old children. Motivation was measured through observational assessments of curiosity, preference for challenge, and persistence, as well as maternal reports. There were no significant group differences on motivation tasks, but mothers of children with Down syndrome rated their children significantly lower on motivation than did parents of typically developing children. There were some intriguing group differences in the pattern of correlations among observations and parent reports. The findings challenge long-held views that individuals with intellectual disability are invariably deficient in motivation.

The structure of mother–child play: Young children with Down syndrome and typically developing children.

1998 ◽  
Vol 34 (1) ◽  
pp. 77-87 ◽  
Author(s):  
Mary A. Roach ◽  
Marguerite Stevenson Barratt ◽  
Jon F. Miller ◽  
Lewis A. Leavitt
Keyword(s):  
Down Syndrome ◽  
Young Children ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Child Play

scholarly journals The benefit of orthographic support for oral vocabulary learning in children with Down syndrome

2012 ◽  
Vol 40 (1) ◽  
pp. 221-243 ◽  
Author(s):  
SILVANA E. MENGONI ◽  
HANNAH NASH ◽  
CHARLES HULME
Keyword(s):  
Down Syndrome ◽  
Word Learning ◽  
Oral Language ◽  
Reading Ability ◽  
Relative Strength ◽  
Spoken Word ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Phonological Learning

ABSTRACTChildren with Down syndrome typically have weaknesses in oral language, but it has been suggested that this domain may benefit from learning to read. Amongst oral language skills, vocabulary is a relative strength, although there is some evidence of difficulties in learning the phonological form of spoken words. This study investigated the effect of orthographic support on spoken word learning with seventeen children with Down syndrome aged seven to sixteen years and twenty-seven typically developing children aged five to seven years matched for reading ability. Ten spoken nonwords were paired with novel pictures; for half the nonwords the written form was also present. The spoken word learning of both groups did not differ and benefited to the same extent from the presence of the written word. This suggests that compared to reading-matched typically developing children, children with Down syndrome are not specifically impaired in phonological learning and benefit equally from orthographic support.

scholarly journals Home-Based Peer Social Networks of Young Children With Down Syndrome: A Developmental Perspective

2009 ◽  
Vol 114 (5) ◽  
pp. 340-355 ◽  
Author(s):  
Michael J. Guralnick ◽  
Robert T. Connor ◽  
L. Clark Johnson
Keyword(s):  
Social Networks ◽  
Down Syndrome ◽  
Peer Interactions ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Mental Age ◽  
Home Based ◽  
Peer Social Networks ◽  
And Control

Abstract Numerous dimensions of the peer social networks of children with Down syndrome were examined within a developmental framework. Results revealed that for many key measures, particularly involvement in play, linkages to other settings, and control of play, children with Down syndrome have less well-developed peer networks even in comparison to a mental age matched group of typically developing children. This suggests both an absence of any social advantage in the peer context for children with Down syndrome and the existence of unusual difficulties that may be traced to underlying problems in peer-related social competence. The need for future observational studies of peer interactions for this group of children was emphasized.

scholarly journals Differences between children with Down syndrome and typically developing children in adaptive behaviour, executive functions and visual acuity

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Christine de Weger ◽  
F. Nienke Boonstra ◽  
Jeroen Goossens
Keyword(s):  
Visual Acuity ◽  
Down Syndrome ◽  
Executive Functions ◽  
Visual Impairment ◽  
Adaptive Behaviour ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Distant Visual Acuity ◽  
Near Visual Acuity

AbstractIn children with Down syndrome (DS) development of visual, motor and cognitive functions is atypical. It is unknown whether the visual impairments in children with DS aggravate their lag in cognitive development. Visual impairment and developmental lags in adaptive behaviour and executive functions were assessed in 104 children with DS, 2–16 years, by comparing their adaptive behaviour, executive functions and visual acuity (distant and near) scores against published age-matched norm scores of typically developing children. Associations between these lags were explored. Mean (± SEM) differences to age-matched norms indicated reduced performance in DS: Vineland Screener questionnaire, − 63 ± 3.8 months; task-based Minnesota Executive Function Scale (MEFS), − 46.09 ± 2.07 points; BRIEF-P questionnaire, 25.29 ± 4.66 points; BRIEF parents’ and teachers’ questionnaire, 17.89 ± 3.92 points and 40.10 ± 3.81 points; distant and near visual acuity, 0.51 ± 0.03 LogMAR and 0.63 ± 0.03 LogMAR (near − 0.11 ± 0.04 LogMAR poorer than distant). Adaptive behaviour (Vineland-S) correlated with the severity of visual impairment (r = − 0.396). Children with DS are severely impaired in adaptive behaviour, executive functions and visual acuities (near visual acuity more severely impaired than distant visual acuity). Larger impairment in adaptive behaviour is found in children with larger visual impairment. This supports the idea that visual acuity plays a role in adaptive development.

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