Complex sentence production by adolescents with Down syndrome

Thordardottir, Elin; Chapman, Robin S.; Wagner, Laura

doi:10.1017/s0142716402002011

Cited by 99 publications

(86 citation statements)

References 13 publications

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“…Children with Down syndrome also produce fewer grammatical verbs (auxiliary and copula do, be, and have) and lexical verbs (main verbs that do not include do, be, or have) per utterance than do MLU-matched controls [Hesketh and Chapman, 1998]. Despite these morphosyntactic weaknesses, adolescents do not reach a ''syntactic ceiling'' or stop growing in their syntax [Fowler, 1990;Fowler et al, 1994] but continue to advance in utterance length and syntax complexity through at least 20 years of age Thordardottir et al, 2002]. Interestingly, syntax appears to be affected by sampling context, in that adolescents with Down syndrome demonstrate more advanced syntax skills in narratives than in conversation ].…”

Section: Syntaxmentioning

confidence: 99%

Language and communication development in down syndrome

Roberts

Price

Malkin

2007

Ment. Retard. Dev. Disabil. Res. Rev.

279

197

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Although there is considerable variability, most individuals with Down syndrome have mental retardation and speech and language deficits, particularly in language production and syntax and poor speech intelligibility. This article describes research findings in the language and communication development of individuals with Down syndrome, first briefly describing the physical and cognitive phenotype of Down syndrome, and two communication related domains-hearing and oral motor skills. Next, we describe language development in Down syndrome, focusing on communication behaviors in the prelinguistic period, then the development of language in children and adolescents, and finally language development in adults and the aging period. We describe language development in individuals with Down syndrome across four domains: phonology, semantics, syntax, and pragmatics. Wethen suggest strategies for intervention and directions for research relating to individuals with Down syndrome.

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Section: Syntaxmentioning

confidence: 99%

Language and communication development in down syndrome

Roberts

Price

Malkin

2007

Ment. Retard. Dev. Disabil. Res. Rev.

279

197

View full text Add to dashboard Cite

show abstract

“…If the group tested involved individuals in childhood or adolescence, it would be possible that difficulties detected in the comprehension of reflexive pronouns could be overcome with age. While there is no consensus on the cut-off point of language development in DS (see Rondal & Comblain, 2002), there is evidence of improvement in language skills after adolescence (Chapman, Hesketh, & Kistler, 2002;Thordardottir, Chapman, & Wagner, 2002), followed by a decline associated with early-onset dementia in DS around the age of fifty (Chapman & Hesketh, 2000;Das, Divis, Alexander, Parrila, & Naglieri, 1995). The present study examined adults with DS in their mid-twenties to mid-thirties, and detected that the deviant pattern in pronoun comprehension is present at the end-state of acquisition.…”

Section: Discussionmentioning

confidence: 99%

Pronoun Comprehension in Individuals With Down Syndrome: Deviance or Delay?

Sanoudaki

Varlokosta

2014

J Speech Lang Hear Res

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Purpose:Results of recent pilot studies suggest that the interpretation of pronominal elements in Down Syndrome (DS) may follow a pattern unattested in typical development, indicating the presence of a selective deficit targeting the comprehension of reflexive pronouns. These findings come at a time when there is a heated debate surrounding pronoun comprehension in typical development as well. We aim to contribute to these debates by examining pronoun comprehension in Greek, a language that exhibits unusual patterns in pronoun comprehension in typical development. Method: Seven Greek-speaking individuals with DS and a control group of fourteen typically developing (TD) children were tested. We examined the comprehension of pronominal elements, including strong pronouns, reflexive pronouns, and pronominal clitics, using a picture selection task. Results: The data reveal evidence of deviant pronoun comprehension in individuals with DS compared to the TD group. The DS group encountered problems in the interpretation of reflexive pronouns when compared to the TD group, while the performance of the two groups was comparable in all remaining conditions. Conclusions: Findings are in line with the selective deficit model of language comprehension in DS, supporting the presence of a cross-linguistic reflexive deficit.

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“…These represent a variety of morpho-syntactic structures that are essential to early clause formation and typically used to assess grammatical development in children (see Manhardt & Rescorla, 2002;Thordardottir, Chapman, & Wagner, 2002). As a child's language develops, the number of clauses produced during discourse increases (Scott & Stokes, 1995).…”

Section: Dependent Measuresmentioning

confidence: 99%

Effects of a Conversation-Based Intervention on the Linguistic Skills of Children With Motor Speech Disorders Who Use Augmentative and Alternative Communication

Soto

Clarke

2017

J Speech Lang Hear Res

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Purpose: This study was conducted to evaluate the effects of a conversation-based intervention on the expressive vocabulary and grammatical skills of children with severe motor speech disorders and expressive language delay who use augmentative and alternative communication.Method: Eight children aged from 8 to 13 years participated in the study. After a baseline period, a conversation-based intervention was provided for each participant, in which they were supported to learn and use linguistic structures essential for the formation of clauses and the grammaticalization of their utterances, such as pronouns, verbs, and bound morphemes, in the context of personally meaningful and scaffolded conversations with trained clinicians. The conversations were videotaped, transcribed, and analyzed using the Systematic Analysis of Language Transcripts (SALT; Miller & Chapman, 1991). Results:Results indicate that participants showed improvements in their use of spontaneous clauses, and a greater use of pronouns, verbs, and bound morphemes. These improvements were sustained and generalized to conversations with familiar partners. Conclusion:The results demonstrate the positive effects of the conversation-based intervention for improving the expressive vocabulary and grammatical skills of children with severe motor speech disorders and expressive language delay who use augmentative and alternative communication. Clinical and theoretical implications of conversation-based interventions are discussed and future research needs are identified.

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Complex sentence production by adolescents with Down syndrome

Cited by 99 publications

References 13 publications

Language and communication development in down syndrome

Language and communication development in down syndrome

Pronoun Comprehension in Individuals With Down Syndrome: Deviance or Delay?

Effects of a Conversation-Based Intervention on the Linguistic Skills of Children With Motor Speech Disorders Who Use Augmentative and Alternative Communication

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