Language in ageing persons with Down syndrome

Rondal, Jean-Adolphe; Comblain, Annick

doi:10.3104/reports.122

Cited by 27 publications

(21 citation statements)

References 32 publications

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“…In a review article, Rondal and Comblain (1996) concluded that morphosyntax and phonology continue to be areas of relative weakness for adults with Down syndrome, whereas semantics and pragmatics remain areas of relative strength. However, receptive and expressive morphosyntax and lexical skills may remain stable from late adolescence through at least about 50 years (Rondal & Comblain, 2002). Declines in pragmatic skills have been reported with the progression of suspected Alzheimer’s disease, and brain atrophy may also be associated with declines in receptive vocabulary (Nelson, Orme, Asann, & Lott, 2001).…”

Section: Language Into Adulthoodmentioning

confidence: 99%

Language Characteristics of Individuals With Down Syndrome

Martin

Klusek

Estigarribia

et al. 2009

Topics in Language Disorders

302

263

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On average, language and communication characteristics of individuals with Down syndrome (the most common genetic cause of intellectual disability) follow a consistent profile. Despite considerable individual variability, receptive language is typically stronger than expressive language, with particular challenges in phonology and syntax. We review the literature on language and literacy skills of individuals with Down syndrome, with emphasis on the areas of phonology, vocabulary, syntax, and pragmatics. We begin by describing the hearing, oral-motor, cognitive, social, and prelinguistic and early nonverbal communication characteristics of individuals with Down syndrome. We conclude with a discussion of clinical implications and research directions. KeywordsCommunication; Down syndrome; Language; Literacy; Neurodevelopmental Disorders; Speech Despite considerable individual variability, individuals with Down syndrome have a characteristic profile of language and communication strengths and difficulties. Receptive language is typically stronger than expressive language, with phonology, syntax, and some aspects of pragmatics presenting particular developmental challenges. In this article, we review the research on phonology, vocabulary, syntax, pragmatics, and literacy skills of individuals with Down syndrome. We focus on receptive and expressive language in individuals of all ages. We begin by describing several foundations of language and communication development, including hearing, oral-motor, cognitive, social, and prelinguistic and early nonverbal communication skills. We conclude by describing implications for practice and directions for research.Since Down syndrome is a genetic disorder, the following review is largely consistent with a categorical, medical model of language development. Accordingly, we aim to show how language and literacy competence may be affected by the cognitive-behavioral phenotype associated with a diagnosis of Down syndrome. However, we recognize the theoretical and practical importance of other prevalent models such as the social model, which stresses the role of social or environmental factors in language learning. Indeed, we consider social skills Send reprint requests to:

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Section: Language Into Adulthoodmentioning

confidence: 99%

Language Characteristics of Individuals With Down Syndrome

Martin

Klusek

Estigarribia

et al. 2009

Topics in Language Disorders

302

263

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“…Πιο συγκεκριμένα μελετούνται οι επιδόσεις τους στην ανάγνωση και την γραφή. Τα άτομα με σύνδρομο Down έχουν χαρακτηριστεί ως μία ξεχωριστή υποομάδα που παρουσιάζουν ειδικό αναπτυξιακό προφίλ, σε γλωσσικό και γνωστικό επίπεδο και αυτό οφείλεται στην οργανικότητα, η οποία επηρεάζει την νευροφυσιολογία του εγκεφάλου τους (Rondal & Comblain, 2002).Όπως αναφέρει ο Chapman (2006), στην γλωσσική ανάπτυξη των παιδιών Down παρατηρείται ένα μειονέκτημα σχετικά με την προφορική έκφραση του λόγου. Είναι σημαντικό να ερευνηθεί το συγκεκριμένο θέμα ώστε να παρουσιαστούν πιο σύγχρονα αποτελέσματα σχετικά με τις γλωσσικές επιδόσεις στην ανάγνωση και την γραφή των παιδιών με σύνδρομο Down, διότι όπως αναφέρει η Παντέχη κ.α (2009), υπάρχει έλλειψη στην ελληνική βιβλιογραφία εξαιτίας της περιορισμένης ενασχόλησης και εξειδίκευσης των ελλήνων συγγραφέων με το σύνδρομο Down.…”

Section: θεωρητικό πλαίσιοunclassified

“…Individuals with Down syndrome have been identified as a separate sub-group of special development profile in linguistic and cognitive level and this is due to organicity, which affects the neurophysiology of the brain (Rondal & Comblain, 2002). As reported by Chapman (2006), the language development of children with Down syndrome there is a drawback on the oral expression of speech.…”

Section: Introductionmentioning

confidence: 99%

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Διερεύνηση των Γλωσσικών Επιδόσεων των μαθητών με σύνδρομο Down

Γεωργαλά¹,

Χαριτακη²

2016

edusc

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ΠερίληψηΤα άτομα με σύνδρομο Down έχουν χαρακτηριστεί ως μία ξεχωριστή υποομάδα που παρουσιάζουν ειδικό αναπτυξιακό προφίλ, σε γλωσσικό και γνωστικό επίπεδο και αυτό οφείλεται στην οργανικότητα, η οποία επηρεάζει την νευροφυσιολογία του εγκεφάλου τους (Rondal & Comblain, 2002). Όπως αναφέρει ο Chapman (2006), στην γλωσσική ανάπτυξη των παιδιών με σύνδρομο Down παρατηρείται ένα μειονέκτημα σχετικά με την προφορική έκφραση του λόγου. Σκοπός της παρούσας έρευνας είναι να διερευνηθούν οι γλωσσικές επιδόσεις (ανάγνωση και γραφή) μαθητών με σύνδρομο Down, μέσης νοητικής αναπηρίας (IQ:40-55), που φοιτούν σε Ειδικά Δημοτικά της Αττικής. Στην παρούσα έρευνα χρησιμοποιείται τόσο η ποσοτική, όσο και η ποιοτική μεθοδολογία έρευνας. Πιο συγκεκριμένα, έγινε συνδυασμός της μη-δομημένης παρατήρησης 5 μαθητών από το σύνολο του δείγματος και της χρήσης ερωτηματολογίου στους εκπαιδευτικούς των 22 μαθητών που συμμετείχαν στην έρευνα. Ο συνδυασμός και των δύο μεθόδων έγινε ώστε να ερευνηθεί πολύπλευρα το θέμα. Τα αποτελέσματα που προέκυψαν μέσω του ερωτηματολογίου και της παρατήρησης φανερώνουν την ικανότητα των παιδιών με σύνδρομο Down να κατακτήσουν στοιχειώδεις δεξιότητες γραφής και ανάγνωσης, αντιμετωπίζοντας ωστόσο αρκετές δυσκολίες. Δεν αναδεικνύεται συσχέτιση των γλωσσικών τους επιδόσεων με το φύλλο, ενώ υπάρχει θετική στατιστική συσχέτιση των γλωσσικών επιδόσεων με την χρονολογική και νοητική ηλικία τους. Οι δεξιότητες γραφής και ανάγνωσης είναι στενά συνδεδεμένες μεταξύ τους. Η ανάπτυξη της μιας επηρεάζει την ανάπτυξη της άλλης και καθορίζει την γενικότερη έκφραση αλλά και γνωστική ανάπτυξη του παιδιού με σύνδρομο Down.Λέξεις -Κλειδιά: σύνδρομο Down, Academic Attainments Checklist, δεξιότητες γραφής, δεξιότητες ανάγνωσης AbstractIndividuals with Down syndrome have been identified as a separate sub-group of special development profile in linguistic and cognitive level and this is due to organicity, which affects the neurophysiology of the brain (Rondal & Comblain, 2002). As reported by Chapman (2006), the language development of children with Down syndrome there is a drawback on the oral expression of speech. The purpose of this research is to investigate the performance of language (reading and writing)

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“…There is limited knowledge of how language develops into adulthood, and little cross‐sectional or longitudinal research covering a wide age range has so far been undertaken (notable exceptions: Chapman et al . , Laws and Gunn , Rondal and Comblain ).…”

Section: Introductionmentioning

confidence: 99%

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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Language in ageing persons with Down syndrome

Cited by 27 publications

References 32 publications

Language Characteristics of Individuals With Down Syndrome

Language Characteristics of Individuals With Down Syndrome

Διερεύνηση των Γλωσσικών Επιδόσεων των μαθητών με σύνδρομο Down

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

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