Language acquisition in special populations: a comparison between Down and Williams syndromes

Vicari, Stefano; Caselli, María Cristina; Gagliardi, Chiara; Tonucci, Francesca; Volterra, Virginia

doi:10.1016/s0028-3932(02)00083-0

Cited by 116 publications

(118 citation statements)

References 38 publications

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“…The psychological profile of the WBS phenotype is typified by mental retardation, with aspects of language development relatively intact, while visual-spatial processing ability, counting, planning and implicit learning are severely impaired. This was demonstrated in studies comparing WBS children with T21 children (see inter alia Bellugi et al, 1999;Klein and Mervis, 1999;Mervis et al, 2000;Vicari et al, 2002;Vicari, 2006). Retarded brain development in WBS children is characterized by marked atrophy of the posterior regions of the brain and the basal ganglia.…”

Section: Introductionmentioning

confidence: 88%

Laterality in Persons with Intellectual Disability. I—Do Patients with Trisomy 21 and Williams–Beuren Syndrome Differ from Typically Developing Persons?

et al. 2006

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Persons with trisomy 21 (T21) and Williams-Beuren syndrome (WBS) have different brain abnormalities which may affect manual laterality. We assessed 45 persons with T21 and 34 with WBS (mean age 13) and 81 typically developing children (TD). Manual laterality was assessed with a fifteen-item task administered two times, and Bishop's card-reaching task. We found more left-handers in the T21 group compared to the other two groups. Inconsistent laterality was higher in the two groups with genetic diseases than in the TD group. For Bishop's test, both T21 and WBS participants were less right-oriented than the TD group. They displayed different response patterns in midline crossing when reaching for the cards, but did not display more midline crossing inhibition than the TD group. Is atypical handedness linked to specific genetic syndromes and, more specifically for persons with T21, to the trisomy of some of the genes?

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Section: Introductionmentioning

confidence: 88%

Laterality in Persons with Intellectual Disability. I—Do Patients with Trisomy 21 and Williams–Beuren Syndrome Differ from Typically Developing Persons?

et al. 2006

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“…Particularly striking in the DS cognitive profile are poor speech and language abilities, even beyond what would be expected based on IQ (Abbeduto et al, 2003;Fidler, Most, & Guiberson, 2005;Kernan & Sabsay, 1996;Vicari, Casselli, Gagliardi, Tonucci & Volterra, 2002). While receptive vocabulary has been found to be on par with nonverbal ability (Abbeduto et al, 2003), expressive vocabulary is below developmental level for most individuals with DS (Chapman, Seung, Schwartz, & Kay-Raining Bird, 1998).…”

Section: Down Syndromementioning

confidence: 99%

“…Further, on measures of syntax, individuals with DS perform below their developmental level in both expressive and receptive skills (Abbeduto et al, 2003;Kernan & Sabsay, 1996;Vicari et al 2002). A meta-analysis by Naess, Halaas Lyster, Hulme, and Melby-Lervag (2011) reported significant differences between individuals with DS and typically developing (TD) controls matched on nonverbal mental age in receptive vocabulary, expressive vocabulary and receptive grammar.…”

Section: Down Syndromementioning

confidence: 99%

Reading Skills in Down Syndrome: An Examination of Orthographic Knowledge

Loveall

Conners

2016

American Journal on Intellectual and Developmental Disabilities

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The primary purpose of the present study was to examine orthographic knowledge in a sample of individuals with Down syndrome (DS) in comparison to typically developing (TD) children matched on word identification ability. Phonological recoding was also compared across groups. A secondary purpose of the study was to estimate literacy rates in DS using parent reports. Results of the parent study revealed that most individuals with DS over the age of 5 years can read words. Results of the child study revealed that individuals with DS performed worse than TD controls on a measure of phonological recoding, but similarly on two measures of orthographic knowledge. Interestingly, the group with DS performed worse on a third measure of orthographic knowledge. The first two orthographic tasks both included real words as stimuli; the third orthographic task used letter patterns, but did not include real words. These results suggest that individuals with DS may have a relative strength in word-specific orthographic knowledge but not in general orthographic knowledge.iii DEDICATION This dissertation is dedicated to mothers. To the mothers of my participants, who never stop believing in or fighting for their children, I am continually amazed and touched by your dedication and love. To my own mother, who is my rock and inspiration, thank you for telling me I could do anything I set my mind to, for believing it, and for helping me believe it. My success is your success. Love you.iv

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“…Em terapia, fazia uso adequado da CSA, (Bird et al, 2000;Blischak et al, 2003;Kumin, 2003;Millar et al, 2006;Roberts et al, 2007a (Bird et al, 2000;Chan e Iacono, 2001;Vicari et al, 2002;Iverson et al, 2003;Ypsilanti et al, 2005 Frente a essas considerações da literatura, a escola também é um membro da equipe para uso da CSA de impacto para a efetivação do trabalho (Angelo, 1997;Millikin, 1997;Beukelman e Mirenda, 1998 Quanto ao instrumento utilizado, optou-se neste estudo pelo uso da prova de vocabulário expressivo para verificar o desempenho dos participantes. Acredita-se que outro parâmetro de linguagem deva ser utilizado para a análise do ganho evolutivo com a intervenção do uso de CSA.…”

Section: %unclassified

“…Acredita-se que outro parâmetro de linguagem deva ser utilizado para a análise do ganho evolutivo com a intervenção do uso de CSA. Na literatura (Kumin, 1996;Vicari et al, 2000;Vicari et al, 2002;Ypsilanti et al, 2005;Abbeduto et al, 2007;Roberts et al, 2007a) (Piaget, 1978(Piaget, ed.orig.1946 O uso dos gestos é visto na literatura como característica importante do perfil de linguagem do indivíduo com SD (Kumin, 1996;Caselli et al, 1998;Clibbens, 2001;Iverson et al, 2003;Andrade, 2006;Limongi et al, 2006;O´Toole e Chiat, 2006;Abbeduto et al, 2007;Roberts et al, 2007a;Stefanini et al, 2007). Alguns autores destacam a importância dos gestos como forma de CSA (Foreman e Crews, 1998;Clibbens et al, 2002;Kumin, 2003;Millar et al, 2006;Roberts et al, 2007a), embora também se refiram a outros recursos com ajuda (símbolos soltos ou em pranchas de CSA, p.ex.…”

Section: %unclassified

Comunicação suplementar e/ou slternativa e ganho lexical na criança com síndrome de Down: estudo piloto

Pires¹

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Language acquisition in special populations: a comparison between Down and Williams syndromes

Cited by 116 publications

References 38 publications

Laterality in Persons with Intellectual Disability. I—Do Patients with Trisomy 21 and Williams–Beuren Syndrome Differ from Typically Developing Persons?

Laterality in Persons with Intellectual Disability. I—Do Patients with Trisomy 21 and Williams–Beuren Syndrome Differ from Typically Developing Persons?

Reading Skills in Down Syndrome: An Examination of Orthographic Knowledge

Comunicação suplementar e/ou slternativa e ganho lexical na criança com síndrome de Down: estudo piloto

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