Expressive language in 4 to 8 years old children with Down syndrome and typical development: Evidence from the Greek language

The aim of this study was to analyze the effect of task constraint in the step length of the relative angle of internal ankle during independent gait of children with Down Syndrome (DS) and Typical Development (TD). Two children participated in the sample, whose task was to walk on a wooden platform in the flat and inclined surfaces. The results indicated that DS child was higher and less consistent in the two variables of analysis. Compared with TD child, was identified differences between the two children, emphasizing greater sensitivity of DS child to the restricted task.

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Faculty Opinions recommendation of Sleep Disturbance and Expressive Language Development in Preschool-Age Children With Down Syndrome.

Faculty Opinions – Post-Publication Peer Review of the Biomedical Literature ◽

10.3410/f.726204015.793515505 ◽

2016 ◽

Author(s):

Annette Karmiloff-Smith

Keyword(s):

Down Syndrome ◽

Language Development ◽

Sleep Disturbance ◽

Expressive Language ◽

Preschool Age ◽

Children With Down Syndrome ◽

Preschool Age Children ◽

Expressive Language Development

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Mothers' talk to children with Down Syndrome, language impairment, or typical development about familiar and unfamiliar nouns and verbs

Journal of Child Language ◽

10.1017/s0305000915000434 ◽

2015 ◽

Vol 43 (5) ◽

pp. 1072-1102 ◽

Cited By ~ 4

Author(s):

ELIZABETH KAY-RAINING BIRD ◽

PATRICIA CLEAVE

Keyword(s):

Down Syndrome ◽

Language Impairment ◽

Early Period ◽

Vocabulary Knowledge ◽

Typical Development ◽

Expressive Vocabulary ◽

Vocabulary Size ◽

Children With Down Syndrome ◽

Short Utterances ◽

Fine Tune

AbstractThis study investigated how forty-six mothers modified their talk about familiar and unfamiliar nouns and verbs when interacting with their children with Down Syndrome (DS), language impairment (LI), or typical development (TD). Children (MLUs < 2·7) were group-matched on expressive vocabulary size. Mother–child dyads were recorded playing with toy animals (noun task) and action boxes (verb task). Mothers of children with DS used shorter utterances and more verb labels in salient positions than the other two groups. All mothers produced unfamiliar target nouns in short utterances, in utterance-final position, and with the referent perceptually available. Mothers also talked more about familiar nouns and verbs and labelled them more often and more consistently. These findings suggest that mothers of children in the early period of language development fine-tune their input in ways that reflect their children's vocabulary knowledge, but do so differently for nouns and verbs.

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The Composition of Early Vocabulary in Spanish Children With Down Syndrome and Their Peers With Typical Development

American Journal of Speech-Language Pathology ◽

10.1044/2016_ajslp-15-0095 ◽

2016 ◽

Vol 25 (4) ◽

pp. 605-619 ◽

Cited By ~ 5

Author(s):

Elena Checa ◽

Miguel Galeote ◽

Pilar Soto

Keyword(s):

Down Syndrome ◽

Language Learning ◽

Typical Development ◽

Vocabulary Size ◽

Children With Down Syndrome ◽

Spanish Speaking ◽

Closed Class ◽

Communicative Development ◽

Significant Difference ◽

And Gender

Purpose There are very few studies, and at present none in Spanish, on vocabulary composition in children with Down syndrome (DS). Nor has the topic been widely assessed in Spanish-speaking children with typical development (TD). This study analyzed the composition of early vocabularies in a large sample of Spanish-speaking children with DS and compared it with that of children with TD. Method We studied 108 children with DS and 108 children with TD with mental ages between 8 and 29 months, matched for size of productive vocabulary and gender. The MacArthur-Bates Communicative Development Inventories (Fenson et al., 1993, 2007), adapted to the language development profile of children with DS, were used. The categories examined were nouns, predicates, closed-class words, and social words. Results The performance of children with DS was similar to that of children with TD with the same vocabulary size. The only significant difference was the larger production of nouns by children with DS. The trends of development in the different classes of words were also similar. Conclusions The strategies used by children with DS to learn vocabulary may be similar to those used by children with TD in the first stages of language learning.

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Motor Performance of Children With Down Syndrome and Typical Development at 2 to 4 and 26 Months

Pediatric Physical Therapy ◽

10.1097/pep.0000000000000120 ◽

2015 ◽

Vol 27 (2) ◽

pp. 135-141 ◽

Cited By ~ 17

Author(s):

Aline Christine das Neves Cardoso ◽

Ana Carolina de Campos ◽

Mariana Martins dos Santos ◽

Denise Castilho Cabrera Santos ◽

Nelci Adriana Cicuto Ferreira Rocha

Keyword(s):

Down Syndrome ◽

Motor Performance ◽

Typical Development ◽

Children With Down Syndrome

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Maternal and paternal pragmatic speech directed to young children with Down syndrome and typical development

Infant Behavior and Development ◽

10.1016/j.infbeh.2010.12.002 ◽

2011 ◽

Vol 34 (1) ◽

pp. 161-169 ◽

Cited By ~ 12

Author(s):

Simona de Falco ◽

Paola Venuti ◽

Gianluca Esposito ◽

Marc H. Bornstein

Keyword(s):

Down Syndrome ◽

Young Children ◽

Typical Development ◽

Children With Down Syndrome

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

Journal of Intellectual Disabilities ◽

10.1177/1744629517708091 ◽

2017 ◽

Vol 22 (4) ◽

pp. 328-345 ◽

Cited By ~ 2

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.

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