The Development of Social Competence Among Persons with Down Syndrome: From Survival to Social Inclusion

Iarocci, Grace; Yager, Jodi; Rombough, Adrienne; McLaughlin, Jessica

doi:10.1016/s0074-7750(07)35003-9

Cited by 27 publications

(24 citation statements)

References 96 publications

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“…Despite this sociability, however, older children and adolescents with DS exhibit problems with higher-order cognitive processing of social information (Fidler, 2006; Cebula et al, 2010) and often experience difficulties navigating interpersonal interactions (Channell et al, 2015). Limited reciprocal friendships are reported during adolescence, and meaningful employment during adulthood is often not achieved (Iarocci et al, 2008). …”

Section: Introductionmentioning

confidence: 99%

Narrative language competence in children and adolescents with Down syndrome

Channell

McDuffie

Bullard

et al. 2015

Front. Behav. Neurosci.

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This study was designed to examine the narrative language abilities of children and adolescents with Down syndrome (DS) in comparison to same-age peers with fragile X syndrome (FXS) and younger typically developing (TD) children matched by nonverbal cognitive ability levels. Participants produced narrative retells from a wordless picture book. Narratives were analyzed at the macrostructural (i.e., their internal episodic structure) and the microstructural (i.e., rate of use of specific word categories) levels. Mean length of utterance (MLU), a microstructural metric of syntactic complexity, was used as a control variable. Participants with DS produced fewer episodic elements in their narratives (i.e., their narratives were less fully realized) than the TD participants, although MLU differences accounted for the macrostructural differences between participant groups. At the microstructural level, participants with DS displayed a lower rate of verb use than the groups with FXS and typical development, even after accounting for MLU. These findings reflect both similarities and differences between individuals with DS or FXS and contribute to our understanding of the language phenotype of DS. Implications for interventions to promote language development and academic achievement are discussed.

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Section: Introductionmentioning

confidence: 99%

Narrative language competence in children and adolescents with Down syndrome

Channell

McDuffie

Bullard

et al. 2015

Front. Behav. Neurosci.

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“…Indeed, children with Down syndrome may share many of the peer-related social competence problems exhibited by heterogeneous groups of children with developmental delays (Diamond, 2002; Guralnick & Groom, 1987b; Guralnick, Hammond, Connor, & Neville, 2006; Guralnick, Neville, Hammond, & Connor, 2007; Iarocci, Yager, Rombough, & McLaughlin, 2008). If this is the case, despite existing protective factors, the peer competence of children with Down syndrome might well be less well developed than even those of children in the MA-match group.…”

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confidence: 99%

Peer-Related Social Competence of Young Children With Down Syndrome

Guralnick

Connor

Johnson

2011

American Journal on Intellectual and Developmental Disabilities

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The peer-related social competence of children with Down syndrome was examined in an observational study. Dyadic interactions with peers of children with Down syndrome were compared to the dyadic interactions of matched groups of typically developing children and with playmates differing in both familiarity and social skills. Results suggested that both risk and protective factors influenced the peer interactions of children with Down syndrome. Recommendations were made for applying contemporary models of peer-related social competence to etiologic subgroups to better understand the mechanisms involved and to provide direction for the design of intervention programs.

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“…In general, social contacts with peers for children with Down syndrome are relatively infrequent, only a small number of children are able to form true friendships, and many children express high levels of loneliness, often choosing to play alone (Byrne, Cunningham, & Sloper, 1988; Carr, 1995; Dykens & Kasari, 1997; Freeman & Kasari, 2002; Guralnick, 2002; Howell, Hauser-Cram, & Kersh, 2007; Sinson & Wetherick, 1981; Sloper, Turner, Knussen, & Cunningham, 1990). In part, this circumstance is likely due to the fact that children with Down syndrome share many of the same peer social competence difficulties evident for other groups of children with developmental delays (Iarocci, Yager, Rombough, & McLaughlin, 2008; Wishart, 2007). Nevertheless, the available evidence regarding the limited peer social networks of children with Down syndrome is based primarily on longitudinal studies that followed cohorts of children over time as well as analyses of shorter term social interactions or social contact patterns with playmates in home, school, and community activities.…”

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confidence: 99%

Home-Based Peer Social Networks of Young Children With Down Syndrome: A Developmental Perspective

Guralnick

Connor

Johnson

2009

American Journal on Intellectual and Developmental Disabilities

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Numerous dimensions of the peer social networks of children with Down syndrome were examined within a developmental framework. Results revealed that for many key measures, particularly involvement in play, linkages to other settings, and control of play, children with Down syndrome have less well-developed peer networks even in comparison to a mental age matched group of typically developing children. This suggests both an absence of any social advantage in the peer context for children with Down syndrome and the existence of unusual difficulties that may be traced to underlying problems in peer-related social competence. The need for future observational studies of peer interactions for this group of children was emphasized.The social networks of young typically developing children gradually expand to include increasing numbers of peers throughout the preschool years. The contexts for these relationships vary considerably and include informal contacts with individual children in home or community settings as well as contacts that occur in more structured activities, such as organized playgroups, preschools, or child care. Parents eagerly support the formation of these peer social networks (Ladd & Pettit, 2002) and attach considerable importance to their young child's emerging relationships with their peers (Mize, Pettit, & Brown, 1995). It is usually within these peer social networks that young children form preferences for and establish regular contact with one or more children, thereby forming early friendships characterized by varying degrees of reciprocity, mutuality, and shared affect (Rubin, Coplan, Chen, Buskirk, & Wojslawowicz, 2005). The emergence of these peer networks constitutes an important index of children's social integration within their communities and provides opportunities for children to further develop their social skills (Newcomb & Bagwell, 1995, 1996.Mothers of young children with developmental (cognitive) delays also attach considerable importance to and actively help establish their children's peer social networks (Booth, 1999;Guralnick, Connor, & Hammond, 1995). Nevertheless, even when considering contacts with peers that occur in home settings, the peer social networks of young children with developmental delays are more limited than those of similar age typically developing children (Guralnick, 1997;Lewis, Feiring, & Brooks-Gunn, 1988;Stoneman, Brody, Davis, & Crapps, 1988). Although many factors are at work, including negative attitudes towards individuals with disabilities, these peer social network limitations appear to be related to the unusual and pervasive peer social competence difficulties exhibited by this group of children (see Guralnick, Hammond, Connor, & Neville, 2006). In fact, evidence suggests that children with delays exhibit difficulties in peer competence even beyond those that would be expected based on their cognitive levels (Guralnick, 1999a(Guralnick, , 1999b.Correspondence regarding this article should be sent to Michael J. Guralnick, Center on Human ...

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The Development of Social Competence Among Persons with Down Syndrome: From Survival to Social Inclusion

Cited by 27 publications

References 96 publications

Narrative language competence in children and adolescents with Down syndrome

Narrative language competence in children and adolescents with Down syndrome

Peer-Related Social Competence of Young Children With Down Syndrome

Home-Based Peer Social Networks of Young Children With Down Syndrome: A Developmental Perspective

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