Development of early vocal behaviors and interactions in Down's syndrome and nonhandicapped infant–mother pairs.

Berger, Jiri; Cunningham, Cliff

doi:10.1037/0012-1649.19.3.322

Cited by 99 publications

(46 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These findings appear to support the notion espoused by Tannock (1988) and others that although the mother-child interactions of children with DS may be quantitatively different in some regards than the mother-child interactions of TD children, these differences are not necessarily maladaptive as has been suggested by earlier researchers (Berger and Cunningham 1984;Mahoney and Powell 1988). In this case, differences in the occurrence of communication breakdowns did exist between the groups, but the ability to eventually resolve breakdowns, which may be viewed as a measure of communicative effectiveness, did not.…”

Section: Discussionsupporting

confidence: 78%

Communication Breakdowns and Repair Strategies of Children with Down Syndrome

Price

Vizoso²,

Ellerbee³

et al. 2018

Adv Neurodev Disord

View full text Add to dashboard Cite

The study compared communication breakdowns and repairs during mother-child interactions of children with Down syndrome (DS) and typically developing (TD) children. Thirty-four children with DS and 36 TD children participated with their mothers. Mother-child conversational samples were evaluated for rate of breakdown, rate of resolution of breakdowns, and types of linguistic strategies used by both children and mothers during breakdowns. After controlling for maternal education levels, children's nonverbal developmental levels, and children's expressive vocabulary levels, children with DS experienced significantly more communication breakdowns, compared to TD children. The two groups did not differ in their rates of resolving breakdowns. Mothers in each group did not differ in the types of requests for clarification they used, but children in each group showed some differences in the types of repairs they produced, with children with DS using more repetitions and fewer revisions with additional information. Children with DS and their mothers showed some differences in their communication breakdown rate and repair strategies, compared to TD children-mother dyads. However, these differences appear to support effective resolution of communication breakdowns.

show abstract

Section: Discussionsupporting

confidence: 78%

Communication Breakdowns and Repair Strategies of Children with Down Syndrome

Price

Vizoso²,

Ellerbee³

et al. 2018

Adv Neurodev Disord

View full text Add to dashboard Cite

show abstract

“…Major findings concern directiveness, which differentiates mothers of children with MR in general, and mothers of children with DS in particular, from mothers of typically developing children (Beeghly & Cicchetti, 1987;Cielinski et al, 1995;Landry & Chapieski, 1989;Marfo et al, 1998). In most cases, though not all, this directive attitude has been associated with intrusiveness and with a lack of positivity and sensitivity (Berger & Cunningham, 1983). However, when trying to study the relation between maternal directiveness and intrusiveness, investigators have often attributed to the former an adaptive and functional role (Cielinski et al 1995;Crawley & Spiker 1983;Marfo, 1990).…”

Section: Mother-child Interaction In Children With Down Syndromementioning

confidence: 99%

Play and emotional availability in young children with Down syndrome

Venuti

Falco

Giusti

et al. 2008

Infant Mental Health Journal

View full text Add to dashboard Cite

This study investigates mother-child interaction and its associations with play in children with Down syndrome (DS). There is consensus that mother-child interaction during play represents an important determinant of typical children's play development. Concerning children with DS, few studies have investigated mother-child interaction in terms of the overall emotional quality of dyadic interaction and its effect on child play. A sample of 28 children with DS (M age = 3 years) took part in this study. In particular, we studied whether the presence of the mother in an interactional context affects the exploratory and symbolic play of children with DS and the interrelation between children's level of play and dyadic emotional availability. Children showed significantly more exploratory play during collaborative play with mothers than during solitary play. However, the maternal effect on child symbolic play was higher in children of highly sensitive mothers relative to children whose mothers showed lower sensitivity, the former displaying more symbolic play than the latter in collaborative play. Results offer some evidence that dyadic emotional availability and child play level are associated in children with DS, consistent with the hypothesis that dyadic interactions based on a healthy level of emotional involvement may lead to enhanced cognitive functioning.RESUMEN: El objetivo de este estudio fue investigar la interacción madre-infante y sus asociaciones con el juego en el caso de lo niños con el síndrome de Down (SD). Hay consenso con respecto a que la interacción madre-infante durante el juego representa un importante determinante en cómo los niños típicos desarrollan su juego. Con respecto a niños con síndrome de Down, pocos estudios han investigado la interacción madre-infante -en términos de la calidad emocional en general de la interacción de la díada -y sus efectos en el juego del niño. En este estudio, participó un grupo muestra de 28 niños con síndrome de Down (M edad = 3 años). En particular, queríamos verificar si la presencia de la madre en un contexto interaccional afecta el juego exploratorio y simbólico del niño con síndrome de Down, así como la interrelación entre el nivel de juego del niño y la disponibilidad emocional de la díada. Los niños mostraron significativamente más juego exploratorio durante la colaboración en el juego con madres que durante los momentos de juego solitario. Sin embargo, el efecto maternal sobre el juego simbólico del niño fue mayor en aquellos niños cuyas madres eran altamente sensibles, con relación a los niños cuyas madres mostraron más baja sensibilidad; aquéllos mostraron más juego simbólico queéstos durante las sesiones de juego colaborativo. Los resultados ofrecen alguna evidencia de que la disponibilidad emocional de la díada y el nivel de juego del niño están asociados en los casos de niños con síndrome de Down, consistente con la hipótesis de que las interacciones díadicas basadas en un saludable nivel de involucramiento emocional pudieran llevar a un...

show abstract

“…Differences include more "vocal clashing" in "proto-conversations" of infancy, suggesting that the rhythm of turntaking exchanges is disrupted (Berger & Cunningham, 1983); maternal speech that is produced more rapidly and includes a higher proportion of nouns, shorter utterances, more imperatives, and more grammatically incomplete sentences (Buckholt, Rutherford, & Goldberg, 1978;Buium, Rynders, & Turnure, 1974); and mother-child interactions that are primarily mother-directed (Cardoso-Martins & Mervis, 1985). Although these fi ndings suggest that the input to children with Down syndrome may be less than optimal in terms of creating an enriched environment for learning to talk, Rosenberg and Abbeduto (1993) note that the majority of investigations of input to children with learning disabilities are plagued by methodological fl aws.…”

Section: Language Learning Environmentmentioning

confidence: 99%

Down syndrome phonology: Developmental patterns and intervention strategies

Stoel‐Gammon¹

2001

Downs Syndr. Res. Pract.

107

View full text Add to dashboard Cite

-This paper describes phonological development in children with Down syndrome paying particular attention to underlying defi cits and intervention strategies. The fi rst section provides an overview of factors believed to infl uence phonological development in this population. The second section describes four aspects of Down syndrome phonology: (1) the prelinguistic stage; (2) the transition to speech; (3) the phonology of the single words; and (4) phonological characteristics of conversational speech with a focus on intelligibility. Intervention strategies associated with each aspect are also presented. Children with Down syndrome are slow to acquire the phonological system of their mother tongue. In spite of normal or nearly normal prelinguistic development, these children are delayed in the use of meaningful speech and slow to acquire a productive vocabulary. In some cases their speech remains unintelligible throughout childhood and adolescence, making it diffi cult to communicate with those around them. The purpose of this paper is to summarize research on phonological development of children with Down syndrome with attention to underlying defi cits and to the speech characteristics of prelinguistic vocalisations as well as words and conversation. Current views on intervention are also described.Keywords -Down syndrome, phonological development, prelinguistic development, intelligibility, intervention Factors affecting phonological acquisitionThe phonological systems of children with Down syndrome are infl uenced by a variety of factors that can create diffi culties perceiving and producing speech. In addition to the cognitive defi cit that is the primary marker of the syndrome, hearing loss and differences in anatomy and physiology are contributing factors. Input may also be implicated. The precise infl uence of each factor is diffi cult to determine and may vary from one child to another. In conjunction, however, these factors have deleterious effects on speech and language development. Hearing lossInfants and children with Down syndrome often suffer from mild-to-moderate hearing loss. Downs (1980) reported that 78% of the children she tested were found to have "hearing problems" in one or both ears when criteria for a "problem" was a 15 dB loss. Of the children with a hearing problem, 65% displayed signifi cant levels of loss in both ears; 54% evidenced conductive loss; 16% had sensorineural loss in one or both ears; and 8% displayed mixed losses. It was once believed that hearing loss in the mild-to-moderate range had little effect on language acquisition; however, research on otitis media in infants has shown that losses of this magnitude can negatively affect speech and language development

show abstract

Development of early vocal behaviors and interactions in Down's syndrome and nonhandicapped infant–mother pairs.

Abstract: ^Reque^foTreprints should be sent to J. Berger, Hester ficulties m W have their ori g? ns in the earl y Adrian Research Centre, University of Manchester, mother-infant interaction, either as a result Manchester, England, M13 9PL. of an impairment to the infant's signaling

Cited by 99 publications

References 31 publications

Communication Breakdowns and Repair Strategies of Children with Down Syndrome

Communication Breakdowns and Repair Strategies of Children with Down Syndrome

Play and emotional availability in young children with Down syndrome

Down syndrome phonology: Developmental patterns and intervention strategies

Contact Info

Product

Resources

About