scholarly journals تنمیة الانتباه المشترک کمدخل لتحسین النمو اللغوی لدى الأطفال ذوی متلازمة داون. Developing Joint Attention as an Approach for Improving Language Development among Children with Down Syndrome

2021 ◽  
Vol 40 (189) ◽  
pp. 342-409
Author(s):  
د.منی کمال أمین عبد العاطی
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Joint Attention ◽  
Children With Down Syndrome

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

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 Αλληλοσυντονισμός της προσοχής και γλωσσική ανάπτυξη σε νήπια με σύνδρομο Down

2020 ◽  
Vol 18 (4) ◽  
pp. 468
Author(s):  
Χριστίνα Φ. Παπαηλιού ◽  
Νικήτας Ε. Πολεμικός ◽  
Ελένη Φρυσίρα ◽  
Αναστάσιος Κοντάκος ◽  
Μαρία Καΐλα ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Joint Attention ◽  
Language Comprehension ◽  
Language Production ◽  
Early Learning ◽  
Chronological Age ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Communicative Behaviors

Many studies demonstrate that in typically developing (TD) children joint attention constitutes a prerequisite for language development. However, data on the development of joint attention and its relation to language development in Down syndrome (DS) are contradictory. The present study aims to examine joint attention in toddlers with DS as well as its association with language comprehension and production. Participants were 10 toddlers with DS (mean chronological age: 58 months) and 10 TD toddlers matched for language comprehension (mean chronological age: 32 months). Language Comprehension and language production were assessed using the Müllen Scales of Early Learning, expressive vocabulary was assessed using the Language Development Survey, and the communicative behaviors were assessed through observation of interactions with the mother in a semi-structured condition with toys. According to the findings, toddlers with DS exhibit significantly morejoint attention behaviors compared to TD toddlers. Moreover, it was shown that in toddlers with DS language production was significantly negatively correlated with initiating request gestures. Conclusively, it seems that in toddlers with DS the transition from pre-linguistic to linguistic period follows a similar developmental path as in TD toddlers, although a severe delay is observed.

scholarly journals An investigation into maternal use of telegraphic input to children with Down syndrome

2019 ◽  
Vol 47 (1) ◽  
pp. 225-249 ◽  
Author(s):  
Emily LORANG ◽  
Courtney E. VENKER ◽  
Audra STERLING
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Child Language ◽  
Speech Language Pathology ◽  
Language Abilities ◽  
Lexical Diversity ◽  
Children With Down Syndrome ◽  
Maternal Input ◽  
Language Pathology ◽  
Future Work

AbstractMaternal input influences language development in children with Down syndrome (DS) and typical development (TD). Telegraphic input, or simplified input violating English grammatical rules, is controversial in speech–language pathology, yet no research to date has investigated whether mothers of children with DS use telegraphic input. This study investigated the quality of linguistic input to children with DS compared to age-matched children with TD, and the relationship between maternal input and child language abilities. Mothers of children with DS simplified their input in multiple ways, by using a lower lexical diversity, shorter utterances, and more telegraphic input compared to mothers of children with TD. Telegraphic input was not significantly correlated with other aspects of maternal input or child language abilities. Since children with DS demonstrate specific deficits in grammatical compared to lexical abilities, future work should investigate the long-term influence of maternal telegraphic input on language development in children with DS.

Bilingualism and Children With Down Syndrome

2009 ◽  
Vol 16 (3) ◽  
pp. 90-96 ◽  
Author(s):  
Elizabeth Kay-Raining Bird
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Children With Down Syndrome ◽  
Bilingual Language Development ◽  
Bilingual Development

Abstract This article discusses bilingualism and the factors that influence rate of bilingual development and fluency. Subsequently, the author highlights questions often asked regarding bilingualism and children with Down syndrome, and provides case study examples of children and bilingual language development.

Gesture production and language development

Gesture ◽  
2011 ◽  
Vol 11 (2) ◽  
pp. 174-193 ◽  
Author(s):  
Laura Zampini ◽  
Laura D'Odorico
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Vocal Communication ◽  
Developmental Trajectories ◽  
Vocabulary Size ◽  
Predictive Index ◽  
Children With Down Syndrome ◽  
Stable Production ◽  
The Individual ◽  
Gesture Production

The present study aimed to describe language development in children with Down syndrome, focussing on the relationships between gestural and vocal communication. The individual developmental trajectories of gesture production and its predictive role on later language development were analysed in a group of children with Down syndrome. Eight two-year-old children were followed for a two-year period until they reached the age of four years old. With regard to the developmental trends, two distinct patterns were found. Some children showed an increasing profile of gesture production, whereas others showed an inverted U-shaped profile or a stable production of gestures. Only the children in the second group showed a remarkable growth in their lexical abilities. Moreover, gesture production was identified as a reliable predictor of later vocabulary size when children were both 24 and 36 months old, and the production of crossmodal transitional forms (i.e., gesture-word associations) appeared to be a significant predictive index of their later two-word production.

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