Down Syndrome

Thurman, Angela John; Soriano, Laura del Hoyo

doi:10.1007/978-3-030-74985-9_5

Cited by 2 publications

(3 citation statements)

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“…Individuals with Down syndrome (DS) show a distinct yet complex phenotype that affects the language, cognitive, and social skills they use to interact and communicate with others ( Iarocci et al, 2008 ; Cebula et al, 2010 ; Grieco et al, 2015 ; Thurman and del Hoyo Soriano, 2021 ). Research on social development in DS has focused mostly on early foundational skills, identifying several relative strengths (e.g., eye gaze, gestures, vocalizations, joint attention; Fidler, 2006 ; Fidler et al, 2008 ; Cebula et al, 2010 ; Thurman and del Hoyo Soriano, 2021 ). However, less is known about how individuals with DS use these foundational skills during social interactions in later childhood and adolescence.…”

Section: Introductionmentioning

confidence: 99%

“…In addition to their clinical use, measures of social skills can contribute to the understanding of the DS phenotype. Over the past few decades, a robust body of research has characterized the behavioral phenotype associated with DS in different developmental domains (see Grieco et al, 2015 ; Thurman and del Hoyo Soriano, 2021 for reviews). For example, individuals with DS tend to show relative difficulties in the domains of expressive language ( Abbeduto et al, 2007 ; McDuffie et al, 2017 ), motor development ( Winders, 2013 ; Frank and Esbensen, 2015 ), and auditory processing ( Conners et al, 2011 ), with relative strengths in aspects of visuospatial processing ( Yang et al, 2014 ) and early social skill development ( Fidler et al, 2008 ).…”

Section: Introductionmentioning

confidence: 99%

“…Research on social development in DS has focused mostly on early foundational skills, identifying several relative strengths (e.g., eye gaze, gestures, vocalizations, joint attention ;Fidler, 2006;Fidler et al, 2008;Cebula et al, 2010;Thurman and del Hoyo Soriano, 2021). However, less is known about how individuals with DS use these foundational skills during social interactions in later childhood and adolescence.…”

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confidence: 99%

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Using the Social Skills Improvement System (SSiS) Rating Scales to assess social skills in youth with Down syndrome

et al. 2023

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Introduction and MethodsThis study provides preliminary data on the Social Skills Improvement System (SSiS) Rating Scales Parent Form to measure social skills in a sample of 124 children and adolescents with Down syndrome (DS) ages 6–17 years.ResultsOverall, participants demonstrated relatively mild symptoms, with the sample’s average standard score falling within 1 standard deviation from the mean of the normative sample for the social skills (M = 92, SD = 15) and problem behaviors (M = 104, SD = 12) domains (normative sample M = 100, SD = 15 for both domains). However, a wide range of scores was observed across the sample for the composite and subscale scores. Differential patterns were also observed by subscale. For some subscales (i.e., Cooperation, Assertion, Responsibility, Engagement, Externalizing, Hyperactivity/Inattention, and Autism Spectrum), a disproportionate number of participants scored in the below average (i.e., lower levels of social skills) or above average (i.e., more symptomatic in problem behaviors or autism spectrum) range relative to the normative sample; for other subscales (i.e., Communication, Empathy, Self-Control, Bullying, and Internalizing), participants’ score distribution aligned more closely to that of the normative sample. SSiS composite scores correlated in the expected directions with standardized measures of autism characteristics, executive function, and expressive language.DiscussionThis study provides some of the first evidence validating the use of the SSiS in youth with DS, filling a gap in standardized measures of social functioning in this population.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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confidence: 99%

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Using the Social Skills Improvement System (SSiS) Rating Scales to assess social skills in youth with Down syndrome

et al. 2023

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Pragmatics and cognition in Easy Language

Fuchs

2024

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A core area of pragmatics is conversational implicatures, where speakers imply a meaning that is not part of what is literally said. Not all people have the ability to easily understand such common (implicit) forms of communication. For these people, Easy Language has been developed, i.e. a form of barrier-free communication with substantially simplified syntax and lexis. Moreover, Easy Language is based on the principle of maximum explicitness. However, the heterogeneous target groups and the different types of implicature have not been systematically taken into account. Therefore, this article is the first to take an in-depth look at conversational implicatures in Easy Language. It shows that a universal principle of maximum explicitness for Easy Language is too short-sighted. Instead, the principle of explicitness must be considered in relation to the different target groups and the types of implicature. The article provides an impulse for further (empirical) research in this emerging field.

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Down Syndrome

Cited by 2 publications

References 135 publications

Using the Social Skills Improvement System (SSiS) Rating Scales to assess social skills in youth with Down syndrome

Using the Social Skills Improvement System (SSiS) Rating Scales to assess social skills in youth with Down syndrome

Pragmatics and cognition in Easy Language

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