Improving memory span in children with Down syndrome

Conners, Frances A.; Rosenquist, Celia; Arnett, Lori; Moore, Matthew D.; Hume, Laura E.

doi:10.1111/j.1365-2788.2007.01015.x

Cited by 83 publications

(62 citation statements)

References 37 publications

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“…It can be argued that the repetition of phrasal structures with gradual and systematic introduction of slight modifications in syntactic elements, associated to the transparency and familiarity of the symbols, led to the implementation of auditory working memory, which has great influence on language issues presented by individuals with DS. These observations corroborate literature findings that report greater ease in visuospatial short-term memory and in the benefits brought by intervention with auditory working memory and language in this population 13,14,[16][17][18] .…”

Section: Discussionsupporting

confidence: 91%

“…Nouns usually have a final position, and verbs, medial position. This later occurrence could add more difficulties to children and adolescents with DS, since learning and use are related to the auditory working memory, which is hindered in this population 13,[15][16][17][18] . Participants' performance in the present study confirms these findings.…”

Section: Discussionmentioning

confidence: 99%

“…Authors 16 have mentioned studies in which pictures were used in the stimulation of the auditory span, and verified improvement in this type of memory. Other authors 14 added that the visual context may also facilitate language comprehension in individuals with DS, emphasizing the simultaneous presentation of visual and auditory information might favor the stimulation of both types of short-term memory -visuospatial and auditory -, improving the comprehension of more complex utterances.…”

Section: This Research Was Approved By the Ethicsmentioning

confidence: 98%

“…To explain these alterations, studies have pointed out that, due to the cognitive deficit, children with DS have attention and working memory deficits, involving both auditory and visuospatial memory [13][14][15][16][17] . According to the authors, the short-term auditory memory directly interferes in expressive and receptive language in this population.…”

Section: This Research Was Approved By the Ethicsmentioning

confidence: 99%

“…According to the authors, the short-term auditory memory directly interferes in expressive and receptive language in this population. The ability to remember phonemic sequences in a new word during vocabulary acquisition or the sequence of morphosyntactic components in an utterance is related to this type of memory 13,15,16,18 .On the other hand, the short-term visuospatial memory, which processes information related to spatial and visual properties, is usually less impaired than the auditory memory 4,16 .…”

Section: This Research Was Approved By the Ethicsmentioning

confidence: 99%

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O uso da comunicação suplementar e/ou alternativa no trabalho com a morfossintaxe em adolescentes com Síndrome de Down

2014

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Clinical Trials registration number: NCT 00952354Conflict of interest: non existent typical development (TD), and literature indicates a relationship between lexicon and grammar. It is reported greater difficulties in functional words, such as articles, pronouns, prepositions and conjunctions, which have greater grammatical load, than in words with semantic content, such as nouns, verbs, and adjectives. In addition, these children have difficulties combining words and dealing with morphosyntactic rules, which have implications in phrasal structure [1][2][3][4][5][6][7][8][9] .The use of Mean Length Utterance -MLU 10 as a measure of language development in children with DS corroborates these difficulties, and indicates frequent omission of grammatical morphemes, particularly of functional words, resulting in ABSTRACT Purpose: to present and to discuss the use of augmentative and alternative communication as a therapeutic tool with the morphosyntax with adolescents with Down syndrome. Methods: this pilot study monitored during 12 months four adolescents chronologically aged between 13 and 15 years and mentally aged between 5 and 6 years. It were analyzed the initial and the final assessments, situations of free interaction between the participant and the caregiver videotaped during 30 minutes. The speech samples were analyzed as MLU values considering morphemes and words, comparing both the two situations. All of the participants were submitted to the same procedures during the therapeutic interventions. Picture Communication Symbols (PCS) has been used and the symbols were organized according to a simple syntactic structure (substantive + verb + complement) with a gradual extension, and the elements were rated at the following order: articles, prepositions, pronouns (personals, possessives and demonstratives), and conjunctions. Each therapeutic session was recorded in specific protocol. It was used the Wilcoxon test and the p value considered was 5%. Results: spites there were no statistical significant differences, increase in number of morphemes and words used between the both assessments was observed. This improve was represented by the worked elements, including prepositions and conjunctions beyond substantives and verbs. For personal pronouns there was tendency to significance (p=0,068). Conclusion: the communication system showed to be a therapeutic tool to improve the use of syntactic elements in statement structures, as articles, prepositions and conjunctions, which use for individuals with Down syndrome are difficult.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: This Research Was Approved By the Ethicsmentioning

confidence: 98%

Section: This Research Was Approved By the Ethicsmentioning

confidence: 99%

Section: This Research Was Approved By the Ethicsmentioning

confidence: 99%

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O uso da comunicação suplementar e/ou alternativa no trabalho com a morfossintaxe em adolescentes com Síndrome de Down

2014

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Assessing and Intervening with Children with Memory and Learning Disorders

Miller¹,

Blasik²

2009

Best Practices in School Neuropsychology

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Down syndrome: Cognitive and behavioral functioning across the lifespan

Grieco¹,

Pulsifer²,

Seligsohn³

et al. 2015

American J of Med Genetics Pt C

337

246

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Individuals with Down syndrome (DS) commonly possess unique neurocognitive and neurobehavioral profiles that emerge within specific developmental periods. These profiles are distinct relative to others with similar intellectual disability (ID) and reflect underlying neuroanatomic findings, providing support for a distinctive phenotypic profile. This review updates what is known about the cognitive and behavioral phenotypes associated with DS across the lifespan. In early childhood, mild deviations from neurotypically developing trajectories emerge. By school-age, delays become pronounced. Nonverbal skills remain on trajectory for mental age, whereas verbal deficits emerge and persist. Nonverbal learning and memory are strengths relative to verbal skills. Expressive language is delayed relative to comprehension. Aspects of language skills continue to develop throughout adolescence, although language skills remain compromised in adulthood. Deficits in attention/executive functions are present in childhood and become more pronounced with age. Characteristic features associated with DS (cheerful, social nature) are personality assets. Children are at a lower risk for psychopathology compared to other children with ID; families report lower levels of stress and a more positive outlook. In youth, externalizing behaviors may be problematic, whereas a shift toward internalizing behaviors emerges with maturity. Changes in emotional/behavioral functioning in adulthood are typically associated with neurodegeneration and individuals with DS are higher risk for dementia of the Alzheimer's type. Individuals with DS possess many unique strengths and weaknesses that should be appreciated as they develop across the lifespan. Awareness of this profile by professionals and caregivers can promote early detection and support cognitive and behavioral development.

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Improving memory span in children with Down syndrome

Cited by 83 publications

References 37 publications

O uso da comunicação suplementar e/ou alternativa no trabalho com a morfossintaxe em adolescentes com Síndrome de Down

O uso da comunicação suplementar e/ou alternativa no trabalho com a morfossintaxe em adolescentes com Síndrome de Down

Assessing and Intervening with Children with Memory and Learning Disorders

Down syndrome: Cognitive and behavioral functioning across the lifespan

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