Characterizing the Richness of Maternal Input for Word Learning in Neurogenetic Disorders

Abstract

Promoting language abilities, including early word learning, in children with neurogenetic disorders with associated language disorders, such as Down syndrome (DS) and fragile X syndrome (FXS), is a main concern for caregivers and clinicians. For typically developing children, the quality and quantity of maternal language input and maternal gesture use contributes to child word learning, and a similar relation is likely present in DS and FXS. However, few studies have examined the combined effect of maternal language input and maternal gesture use on child word learning. We present a multidimensional approach for coding word-referent transparency in naturally occurring input to children with neurogenetic disorders. We conceptualize high-quality input from a multidimensional perspective, considering features from linguistic, interactive, and conceptual dimensions simultaneously. Using case examples, we highlight how infrequent the moments of word-referent transparency are for three toddlers with DS during play with their mothers. We discuss the implications of this multidimensional framework for children with DS and FXS, including the clinical application of our approach to promote early word learning for these children.

Joint engagement and early language abilities in young children with Down syndrome

“…These interventions may be particularly useful for children with DS who are compensating for expressive language delays with their joint engagement abilities. In addition, it may be especially important to focus on the transition to coordinated joint engagement, which may lead to more salient opportunities for word learning ( Mattie and Hadley, 2021 ) and have a greater impact on language development ( Adamson et al, 2004 ).…”

“…Nonetheless, our results highlight the importance of teaching caregivers to be responsive to their child’s attention when interacting. For example, if a child is engaged with a cat figurine, a caregiver can join their attentional focus by pointing to the figurine saying, “That’s a cat.” Thus, providing clear linguistic input that can help with word learning ( Rowe and Snow, 2020 ; Mattie and Hadley, 2021 ). This can also set up an opportunity for the child to respond to the caregiver’s communication; thus providing scaffolding that can support the child in moving into supported and coordinated joint engagement.…”

“…Therefore, the coder was identifying what/whom the child was engaged with to differentiate supported and coordinated joint engagement based on how they were engaging. A full description of the coding scheme is available in Mattie and Hadley, 2021 . See Table 1 for definitions and examples of each engagement state.…”

Home-literacy environments and language development in toddlers with Down syndrome

“…Third, there is a transactional relationship occurring between child engagement and child receptive word learning, in which children with stronger receptive language are more likely to engage in book reading activities with their caregivers. Then, as a result of spending more time with their caregiver in shared storybook reading, these children continue to develop stronger receptive vocabularies ( Sameroff, 1975 ; Mattie and Hadley, 2021 ).…”

“…This may be a reflection of caregivers adapting their language to the needs/abilities of their child to help them learn new words and communicate. For example, caregivers of toddlers with higher receptive language skills may talk less because they are giving their child more time to talk ( Mattie and Hadley, 2021 ) and/or more time to process what is being said to them. This is consistent with neurotypical literature showing that caregivers alter the amount and nature of the literacy experiences they provide based on the abilities of their child (e.g., Senechal and LeFevre, 2014 ).…”