Can individuals with Down syndrome improve their grammar?

Sepúlveda, Esther Moraleda; Lázaro, Miguel; Heinze, Elena Garayzábal

doi:10.1111/1460-6984.12002

Cited by 22 publications

(30 citation statements)

References 14 publications

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“…This is particularly important, as targeted intervention practices offer significant benefits in this population (Sepúlveda et al . ). Moreover, according to the theoretical interpretation of the deficit as affecting A‐chain formation (Ring and Clahsen ), intervention focusing on reflexive pronouns could also have beneficial effects on other structures involving A‐chains, such as passives.…”

Section: Discussionmentioning

confidence: 97%

Pronoun comprehension in individuals with Down syndrome: the role of age

Sanoudaki

Varlokosta

2014

Intl J Lang & Comm Disor

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Background: A number of studies have suggested that language in individuals with Down syndrome (DS) may not be simply delayed compared to language in typically developing (TD) children, but deviant. The deviance has been detected in the comprehension of pronouns, and it has triggered proposals for the existence of a specific syntactic deficit in individuals with DS. However, the developmental path of pronoun comprehension in individuals with DS is unknown, as there are no studies examining individuals of different ages.Aims: A pilot study examining pronoun comprehension in adolescents and adults with DS in comparison with TD children. Research questions include: 1. Are some pronoun types more difficult than others for each of the two groups (DS and TD)? 2. Is there a difference in performance between the two groups? 3. Does performance correlate with chronological age in the DS group?Methods and Procedures: Using a manual picture selection task, we examined the comprehension of different types of pronouns in fourteen Greek-speaking individuals with DS, ranging from ten to thirty-four years of age. We also tested a control group of TD children as well as a typical adult group. The TD and DS groups were recruited and tested in pre-schools and schools/centres for individuals with learning disabilities, respectively. Within-and between-group comparisons were performed for all conditions. For the DS group, correlations between chronological age and performance in each condition were also explored. Outcomes and Results:Results reveal a significant positive correlation of age with performance in the DS group, but only in structures that also presented difficulties to TD children. Structures that presented difficulties only to individuals with DS do not appear to be less problematic for older participants. 3Conclusions and Implications: These findings provide support to the deviance hypothesis, by suggesting that the syntactic deficit in the comprehension of pronouns in individuals with DS is present in individuals of a wide age range. At the same time, our results, if corroborated by large scale studies, suggest that some aspects of grammatical development in individuals with DS may continue even after adolescence, well into adulthood. We argue that these findings can contribute towards more targeted intervention practices by increasing our knowledge of the behavioural phenotype of DS.

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Section: Discussionmentioning

confidence: 97%

Pronoun comprehension in individuals with Down syndrome: the role of age

Sanoudaki

Varlokosta

2014

Intl J Lang & Comm Disor

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“…Children in the intervention group gained more in expressive vocabulary for taught words, but not in receptive vocabulary for taught words or in standardized vocabulary measures. Sepulveda et al (2013) tested a therapist-administered intervention that focused on specific grammatical targets in an one-on-one interactive and game-like manner. After 3.5 months of bi-weekly therapy, the intervention group gained more than the control group on standardized tests of syntax, semantics and morphology, though not pragmatics.…”

Section: Language Intervention For Children and Adults With Dsmentioning

confidence: 99%

“…A few researchers have included elements in their interventions that address PM limitations. These include structured elicitations and increased repetition (Chapman et al 2006, Hewitt et al 2005, as well as maximized visual support (Burgoyne et al 2012, Lecas et al 2011, Sepulveda et al 2013. However, few empirical investigations have been done to determine whether these additions have actually made the interventions more effective.…”

Section: Language Intervention For Children and Adults With Dsmentioning

confidence: 99%

“…, Sepulveda et al . ). However, few empirical investigations have been done to determine whether these additions have actually made the interventions more effective.…”

Section: Introductionmentioning

confidence: 97%

“…Sepulveda et al . () tested a therapist‐administered intervention that focused on specific grammatical targets in an one‐on‐one interactive and game‐like manner. After 3.5 months of bi‐weekly therapy, the intervention group gained more than the control group on standardized tests of syntax, semantics and morphology, though not pragmatics.…”

Section: Introductionmentioning

confidence: 99%

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Addressing phonological memory in language therapy with clients who have Down syndrome: Perspectives of speech-language pathologists

Faught

Conners

Barber

et al. 2016

International Journal of Language & Communication Disorders

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Background Phonological memory (PM) plays a significant role in language development but is impaired in individuals with Down syndrome (DS). Without formal recommendations on how to address PM limitations in clients with DS, it is possible speech–language pathologists (SLPs) find ways to do so in their practices. Aims This study asked if and how SLPs address PM in language therapy with clients who have DS. It also asked about SLPs’ opinions of the importance, practicality and difficulty of addressing PM in clients with DS. Methods & Procedures SLPs participated in an online survey that asked if they address PM in clients with DS and, if so, how often and with which techniques. The survey also asked SLPs to rate their opinions of addressing PM in clients with DS with Likert scales. To contrast clients with DS, SLPs were asked about their practices and opinions with clients who have specific language impairment (SLI) and autism spectrum disorders (ASD). SLPs were recruited through e-mails sent from state organizations and researchers. To compare SLPs’ practices and opinions across client types, frequency analyses and analyses of variance (ANOVAs) were run. Outcomes & Results In all, 290 SLPs from 28 states completed the survey. Nearly all SLPs were currently practising at the time data were collected, and all worked with at least one of the three client types. Findings indicated SLPs less often addressed PM and used less variety when addressing PM with clients who have DS compared with clients who have SLI or ASD. Further, SLPs considered it less important, less practical and more difficult to address PM in clients who have DS when compared with clients who have SLI, whereas a similar pattern was found with clients who have ASD. Conclusions & Implications SLPs’ opinions could be one reason they under-address PM with clients who have DS. Other reasons include there are no evidence-based practice (EBP) guidelines on this topic, and there is not enough familiarity with the DS phenotype among SLPs. Future research on ways to address PM in clients with DS successfully are essential so that EBP guidelines can be established and language therapy can be made more effective.

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Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta‐analysis

Donolato,

Toffalini,

Rogde

et al. 2023

Campbell Systematic Reviews

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BackgroundYoung people who fail to develop language as expected face significant challenges in all aspects of life. Unfortunately, language disorders are common, either as a distinct condition (e.g., Developmental Language Disorder) or as a part of another neurodevelopmental condition (e.g., autism). Finding ways to attenuate language problems through intervention has the potential to yield great benefits not only for the individual but also for society as a whole.ObjectivesThis meta‐analytic review examined the effect of oral language interventions for children with neurodevelopmental disorders.Search MethodsThe last electronic search was conducted in April 2022.Selection CriteriaIntervention studies had to target language skills for children from 2 to 18 years of age with Developmental Language Disorder, autism, intellectual disability, Down syndrome, Fragile X syndrome, and Williams syndrome in randomised controlled trials or quasi‐experimental designs. Control groups had to include business‐as‐usual, waiting list, passive or active conditions. However, we excluded studies in which the active control group received a different type, delivery, or dosage of another language intervention. Eligible interventions implemented explicit and structured activities (i.e., explicit instruction of vocabulary, narrative structure or grammatical rules) and/or implicit and broad activities (i.e., shared book reading, general language stimulation). The intervention studies had to assess language skills in receptive and/or expressive modalities.Data Collection and AnalysisThe search provided 8195 records after deduplication. Records were screened by title and abstract, leading to full‐text examinations of 448 records. We performed Correlated and Hierarchical Effects models and ran a retrospective power analysis via simulation. Publication bias was assessed via p‐curve and precision‐effect estimate.Main ResultsWe examined 38 studies, with 46 group comparisons and 108 effects comparing pre‐/post‐tests and eight studies, with 12 group comparisons and 21 effects at follow‐up. The results showed a mean effect size of d = 0.27 at the post‐test and d = 0.18 at follow‐up. However, there was evidence of publication bias and overestimation of the mean effects. Effects from the meta‐analysis were significantly related to these elements: (1) receptive vocabulary and omnibus receptive measures showed smaller effect sizes relative to expressive vocabulary, grammar, expressive and receptive discourse, and omnibus expressive tests; and (2) the length of the intervention, where longer sessions conducted over a longer period of time were more beneficial than brief sessions and short‐term interventions. Neither moderators concerning participants’ characteristics (children's diagnosis, diagnostic status, age, sex, and non‐verbal cognitive ability and severity of language impairment), nor those regarding of the treatment components and implementation of the language interventions (intervention content, setting, delivery agent, session structure of the intervention or total number of sessions) reached significance. The same occurred to indicators of study quality. The risk of bias assessment showed that reporting quality for the studies examined in the review was poor.Authors’ ConclusionsIn sum, the current evidence base is promising but inconclusive. Pre‐registration and replication of more robust and adequately powered trials, which include a wider range of diagnostic conditions, together with more long‐term follow‐up comparisons, are needed to drive evidence‐based practice and policy.

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Can individuals with Down syndrome improve their grammar?

Cited by 22 publications

References 14 publications

Pronoun comprehension in individuals with Down syndrome: the role of age

Pronoun comprehension in individuals with Down syndrome: the role of age

Addressing phonological memory in language therapy with clients who have Down syndrome: Perspectives of speech-language pathologists

Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta‐analysis

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