Verbal Short‐term Memory Performance in Pupils with Down Syndrome

Abdelhameed, Hala; Porter, Jill

doi:10.1080/1034912x.2010.524446

Cited by 11 publications

(15 citation statements)

References 3 publications

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“…Effect of stimulus length has also been found in the population with DS, even when performance is compared to children matched in linguistic age [34,37]. Other works have not observed this effect so clearly [36,38], but we have to think about some limitations that could be masking the results: in one of the studies, only stimuli of one or two syllables were compared, and on the other, the control group was of preschool age, where it is common to find it hard to repeat pseudo-words of four syllables.…”

Section: Phonological Short-term Memorymentioning

confidence: 94%

“…On the other hand, research has exposed that the deficit in the PM is also one of the characteristics of people with DS and therefore presented a speech widely variable [34][35][36]. The findings of some studies suggest that it is a specific deficit for verbal information, since they do not seem to show poor performance on tests of visuospatial short-term memory, and is not caused, mainly, by hearing loss or speech production difficulties [37][38][39][40].…”

Section: Phonological Short-term Memorymentioning

confidence: 99%

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Variables That Influence Articulation Accuracy in Children with Down Syndrome and Specific Language Disorder: Similarities and Differences

Zarzo-Benlloch¹,

Cervera-Mérida²,

Fernández³

2017

Advances in Speech-Language Pathology

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Research about speech sound disorders (SSD) in children with Down syndrome (DS) and children with specific language impairment (SLI) suggests similar linguistic profiles with weakness in phonology skills. The question is if these similarities are superficial or share deficits in levels and underlying skills to its speech disorders: phonological memory (PM), coordination motor skills, and articulatory muscular system. Our research involved 24 children divided into four groups: SLI, DS, and two groups of typical development. SLI group presented a mild-moderate speech disorder and DS group moderate-severe. Following skills were evaluated: nonverbal intelligence, PM, and oral motor coordination (oral-DDK). The Iowa Oral Performance Instrument (IOPI) was used for the measurement of physiological variables (strength and endurance of tongue and lips). Percentage of consonants correct (PCC) was found. Phonological memory, motor coordination, and physiological variables are factors associated with SSD in teenagers with DS. However, SSD in children with SLI only are associated to phonological memory. Motor coordination and physiological variables are not involved in their SSD of mild and moderate-severe levels. We have objectively measured the strength and endurance of tongue and lips. This may have clinical implications. It is necessary to assess objectively all the variables affecting articulatory accuracy to design intervention programs in SSD.

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Section: Phonological Short-term Memorymentioning

confidence: 94%

Section: Phonological Short-term Memorymentioning

confidence: 99%

Variables That Influence Articulation Accuracy in Children with Down Syndrome and Specific Language Disorder: Similarities and Differences

Zarzo-Benlloch¹,

Cervera-Mérida²,

Fernández³

2017

Advances in Speech-Language Pathology

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“…Również w Wielkiej Brytanii prowadzono badania nad nauką czytania 49 dzieci z ZD (w porównaniu do 61 dzieci prawidłowo się rozwijających) (Hulme i inni 2012). Badano także w ostatnich latach rozwój procesów percepcyjno-poznawczych w tym: pamięć (Abdelhameed, Porter 2010), możliwości językowe, zdolności do analizy i syntezy słuchowej (Hulme, Goetz i inni 2011). Wyniki publikowanych badań są zgodne i pokazują trudności dzieci z ZD, co koresponduje z badaniami polskich naukowców (Piszczek, 2008, Zasępa, 2008a, Grzybowska 2008.…”

Section: Dlaczego Rodzice Pragną Aby Ich Dzieci Z Zespołem Downa Uczunclassified

Dziecko z zespołem Downa w szkole ogólnodostępnej?

Kruk-Lasocka

Bartosik²,

Jakubowska³

2018

lrp

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W artykule został omówiony poziom kompetencji emocjonalno-społecznych dziecka z zespołem Downa (ZD) i z umiarkowaną niepełnosprawnością intelektualną w okresie edukacji wczesnoszkolnej w celu udzielenia odpowiedzi na pytanie, jak uczeń z ZD poradzi sobie w szkole ogólnodostępnej. Mierzone były te kompetencje, które dziecko rozwijające się prawidłowo nabywa około 5 roku życia. Badania zostały przeprowadzone wśród 30 dzieci z ZD w wieku 8–13 lat. Wyniki pokazały niski poziom kompetencji zarówno emocjonalnych, jak i społecznych. Badania zostały przeprowadzone na podstawie IKES-u (Inwentarz) autorstwa Joanny Kruk-Lasockiej i Agnieszki Szymajdy. Wprowadzeniem do artykułu jest teoretyczna analiza poglądów badaczy na temat specyfiki rozwoju dziecka z ZD w kontekście jego możliwości edukacji w szkole ogólnodostępnej.

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“…Although one might anticipate that they would experience difficulties due to an intellectual disability (typically scoring between 30 and 70 on IQ tests; Chapman & Hesketh, ), a combination of more specific difficulties can result in inconsistent and shaky counting skills with a consequent impact on numerical understanding (Nye, Fluck, & Buckley, ; Porter, ). For example, poor auditory sequential memory can make learning the string of count words quite problematic (Abdelhameed & Porter, ). Researchers have argued that too much emphasis is placed on counting rather than strengthening earlier visually based systems to provide a more robust foundation (Clarke & Faragher, ).…”

Section: Introductionmentioning

confidence: 99%

“…For example, poor auditory sequential memory can make learning the string of count words quite problematic (Abdelhameed & Porter, 2011). Researchers have argued that too much emphasis is placed on counting rather than strengthening earlier visually based systems to provide a more robust foundation (Clarke & Faragher, 2014).…”

Section: Introductionmentioning

confidence: 99%

Entering Aladdin's cave: Developing an app for children with Down syndrome

Porter

2018

Computer Assisted Learning

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Tablets have much to offer children with learning difficulties, but evidence of their effectiveness to teach academic skills is limited and cannot be easily separated from the quality of the software. This paper analyses data from 3 iterative cycles of designing an app for children with Down syndrome to support their awareness of quantity through an inclusive game. Research with neurotypical children suggests that representation of quantity (or magnitude) is an area with considerable potential in supporting the foundations for children's mathematical learning. It has received little attention as an aspect for intervention for children with Down syndrome. Data collected in this study illustrate the need to carefully align the game mechanic to the target skills, strengthen levels of access, and introduce gradations of attentional demand. They also signal the interrelationship between children's cognitive and affective responses to the game, making it essential to find the optimal level of challenge. Children's strategies in response to mistakes indicate the importance of creating an agile responsive system. The data also suggest that developers routinely extend the number of features that are optional, enabling a greater level of personalization and a more inclusive game. report the difficulty of finding age-appropriate content as early skill programs are "naïve and boring," and easily outgrown (Feng et al., 2010).Stephenson and Limbrick (2015) in a review of studies that employ touch screen mobile devices with participants with developmental disabilities conclude that there is a paucity of robust evidence of effectiveness, especially with respect to their use to teach academic skills. They further conclude that the devices provide an easily accessible tool but that different apps will "present different challenges" (p. 3789) although they do not identify what they are. This paper explores those challenges as they arose in the development of an app specifically designed to support numerical awareness through an inclusive game, one that children with DS could access and play independently.Children with DS experience particular challenges in mathematics often lacking the basic foundations on which to build (Abdelhameed, --------------------------------------------------------------------------------------------------------------------------------This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Verbal Short‐term Memory Performance in Pupils with Down Syndrome

Cited by 11 publications

References 3 publications

Variables That Influence Articulation Accuracy in Children with Down Syndrome and Specific Language Disorder: Similarities and Differences

Variables That Influence Articulation Accuracy in Children with Down Syndrome and Specific Language Disorder: Similarities and Differences

Dziecko z zespołem Downa w szkole ogólnodostępnej?

Entering Aladdin's cave: Developing an app for children with Down syndrome

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