Speech and language development and intervention in down syndrome and fragile x syndromeSpeech and language development and intervention in down syndrome and fragile x syndrome Joanne E Robertson , Robin SChapman and Steven FWarren Paul H BrookesPages: 2882008Price: $39.95 (£20.40)97815576687451557668744

2008 ◽  
Vol 11 (1) ◽  
pp. 25-25
Author(s):  
Karen McKenzie
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Fragile X Syndrome ◽  
Fragile X ◽  
Speech And Language ◽  
Speech And Language Development

Responsive Parenting as a Target for Telehealth Language Interventions in Fragile X Syndrome: Implications for Scalability and Best Practices

2021 ◽  
Vol 42 (04) ◽  
pp. 287-300
Author(s):  
Lauren Bullard ◽  
Leonard Abbeduto
Keyword(s):  
Best Practices ◽  
Language Development ◽  
Fragile X Syndrome ◽  
Child Language ◽  
Fragile X ◽  
Future Research ◽  
Dyadic Relationship ◽  
Video Teleconferencing ◽  
Treatment Gains ◽  
Speech And Language Development

AbstractThis review highlights the ways in which telehealth procedures can be implemented to help bridge the research-to-practice gap in supporting developmental outcomes for youth with fragile X syndrome (FXS). We review how the literature to date has informed potential treatment targets in the areas of speech and language development with a focus on understanding and supporting the dyadic relationship between the child and their biological mother, who is also impacted biologically. Notably, parental responsivity is an area that is strongly related to child language outcomes, both early and into adolescence, and thus, it is an important treatment target for subsequent interventions. To date, several parent-implemented interventions have been done in FXS across a broad age range (2–17-year-olds) all showing support not only that parents are successful in learning responsive strategies but also that there are subsequent impacts to child language development. Moreover, these interventions were successfully implemented at a distance through telehealth procedures including video teleconferencing and shared recordings of parent–child interactions. This review also addresses potential moderators of treatment gains. Implications for scaling such interventions in the future as well as best practices for incorporating telehealth procedures into future research and intervention programs are also discussed.

The relation of utterance length to grammatical complexity in normal and language-disordered groups

1991 ◽  
Vol 12 (1) ◽  
pp. 23-46 ◽  
Author(s):  
Hollis S. Scarborough ◽  
Leslie Rescorla ◽  
Helen Tager-Flusberg ◽  
Anne E. Fowler ◽  
Vicki Sudhalter
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Fragile X Syndrome ◽  
Fragile X ◽  
Syntactic Complexity ◽  
Grammatical Development ◽  
Two Measures ◽  
Grammatical Complexity ◽  
Linguistic Proficiency ◽  
Mean Length Of Utterance

ABSTRACTMean length of utterance (MLU) in morphemes was examined as a predictor of the grammatical complexity of natural language corpora of normal preschoolers and of children and adolescents with delayed language, Fragile X syndrome, Down syndrome, and autism. The Index of Productive Syntax (IPSyn) served as the measure of syntactic and morphological proficiency. For all groups, a strong curvilinear association between measures was found across the MLU range from 1.0 to about 4.5. Correlations were weaker when MLU exceeded 3.0 than during earlier stages of language development, however, confirming previous suggestions that MLU becomes less closely associated with grammatical development as linguistic proficiency increases. For the language-disordered groups, moreover, the curves relating the two measures differed from the curves for the normal preschoolers because MLU frequently overestimated actual IPSyn scores. The results are discussed with respect to the use of MLU in conjunction with other measures of syntactic complexity in the study of atypical language development.

scholarly journals Rearrangements of the Williams–Beuren syndrome locus: molecular basis and implications for speech and language development

2007 ◽  
Vol 9 (15) ◽  
pp. 1-16 ◽  
Author(s):  
Lucy R. Osborne ◽  
Carolyn B. Mervis
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Short Term Memory ◽  
Relative Strength ◽  
Genomic Rearrangements ◽  
Speech And Language ◽  
Human Speech ◽  
Hyperactivity Disorder ◽  
Low Copy Repeats ◽  
Speech And Language Development

AbstractThe Williams–Beuren syndrome (WBS) locus on human chromosome 7q11.23 is flanked by complex chromosome-specific low-copy repeats that mediate recurrent genomic rearrangements of the region. Common genomic rearrangements arise through unequal meiotic recombination and result in complex but distinct behavioural and cognitive phenotypes. Deletion of 7q11.23 results in WBS, which is characterised by mild to moderate intellectual disability or learning difficulties, with relative cognitive strengths in verbal short-term memory and in language and extreme weakness in visuospatial construction, as well as anxiety, attention-deficit hyperactivity disorder and overfriendliness. By contrast, duplication results in severely delayed speech and expressive language, with relative strength in visuospatial construction. Although deletion and duplication of the WBS region have very different effects, both cause forms of language impairment and suggest that dosage-sensitive genes within the region are important for the proper development of human speech and language. The spectrum and frequency of genomic rearrangements at 7q11.23 presents an exceptional opportunity to identify gene(s) directly involved in human speech and language development.

Down Syndrome and Fragile X Syndrome in a Colombian Woman: Case Report

2016 ◽  
Vol 30 (5) ◽  
pp. 970-974 ◽  
Author(s):  
Wilmar Saldarriaga ◽  
Fabian Andres Ruiz ◽  
Flora Tassone ◽  
Randi Hagerman
Keyword(s):  
Down Syndrome ◽  
Case Report ◽  
Fragile X Syndrome ◽  
Fragile X

Assessment of Speech and Language Development in the Young Child

PEDIATRICS ◽  
1980 ◽  
Vol 66 (3) ◽  
pp. 350-354
Author(s):  
Martin Bax ◽  
Hilary Hart ◽  
Sue Jenkins
Keyword(s):  
Preschool Children ◽  
Young Child ◽  
Language Development ◽  
Behavior Problems ◽  
Expressive Language ◽  
Speech And Language ◽  
Clinical Method ◽  
Speech Therapist ◽  
Speech And Language Development ◽  
Normal Speech

A clinical method of assessing speech and language development in preschool children is described. Sixty-two 3-year-old children were assessed by a pediatrician, a speech therapist, and a psychologist. In 55 children there was agreement between all three examiners. Three children with articulation problems were rated as having normal comprehensive and expressive language by the psychologist. Three children were rated as having normal speech and language development by the pediatrician and speech therapist but delayed by the psychologist; all three had behavior problems. One further child rated as having a speech and language problem by the pediatrician was rated as normal by the speech therapist and psychologist. It is concluded that pediatricians can make reliable assessments of speech and language development.

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