Language phenotypes and intervention planning: Bridging research and practice

Fidler, Deborah J.; Philofsky, Amy; Hepburn, Susan

doi:10.1002/mrdd.20132

Cited by 64 publications

(44 citation statements)

References 76 publications

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“…The expansion of the behavioral phenotype characterization of these children is aimed. Further research is still necessary as this topic has received relatively little attention in Brazilian studies [15][16][17][18]. Therefore, the current study aimed to assess indicators of cognitive and language skills in order to describe the behavioral profile and to analyze autistic behaviors in a group of children and adolescents with WBS.…”

Section: Introductionmentioning

confidence: 99%

Fenótipo comportamental e cognitivo de crianças e adolescentes com Síndrome de Williams-Beuren

Teixeira

Monteiro

Velloso

et al. 2010

Pró-Fono R. Atual. Cient.

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TEMA: a Síndrome de Williams-Beuren (SWB) é uma aneusomia segmentar devido à deleção de múltiplos genes no braço longo do cromossomo 7 (região 7q11-23) associada a alterações comportamentais e cognitivas. Para que a inclusão escolar dessas crianças seja eficaz são necessárias abordagens multidisciplinares que orientem professores e pais. OBJETIVO: descrever o perfil comportamental, cognitivo e de linguagem e identificar comportamentos autísticos em um grupo de crianças e adolescentes com SWB. MÉTODO: 10 crianças e adolescentes com diagnóstico clínico e/ou citogenético-molecular de SWB na faixa de 5 a 16 anos, e 10 crianças e adolescentes com desenvolvimento típico, pareados por sexo e idade. Instrumentos utilizados: Teste de Inteligência Não Verbal (Leiter-R); Inventário de Comportamentos para Crianças e Adolescentes - Child Behavior Checklist (CBCL/1½-5; CBCL/6-18); Exame de Linguagem (TIPITI) e o Autism Screening Questionaire (ASQ). RESULTADOS: o grupo com SWB demonstrou alterações comportamentais do tipo desatenção e problemas sociais em comparação com o grupo controle (GC). Na escala Leiter-R os escores de inteligência dos participantes com SWB foram abaixo da média para a idade (67,8 pontos) em comparação ao GC (101,2). O ASQ identificou um participante com comportamentos autísticos. O grupo com a síndrome apresentou defasagem na estruturação no nível morfossintático e elevado número de respostas ecolálicas nas provas do TIPITI, quando comparados ao GC. CONCLUSÃO: em função dos problemas comportamentais e cognitivos encontrados nos participantes com SWB confirma-se a necessidade de um acompanhamento multidisciplinar focado na estimulação cognitiva e controle comportamental, devido à interferência destas características na escolarização.

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Section: Introductionmentioning

confidence: 99%

Fenótipo comportamental e cognitivo de crianças e adolescentes com Síndrome de Williams-Beuren

Teixeira

Monteiro

Velloso

et al. 2010

Pró-Fono R. Atual. Cient.

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“…Amidst these advances in delineating the Down syndrome behavioral phenotype, there remains a wide gap between these research findings and the development of innovative practice [Hodapp and Fidler, 1999;Fidler et al, 2007]. While it has been argued that etiology-based information could be of importance for education in Down syndrome [Hodapp and Fidler, 1999;Freeman and Hodapp, 2000;Fidler, 2005], the use of these connections has not nearly met its full potential.…”

mentioning

confidence: 98%

Education and children with Down syndrome: Neuroscience, development, and intervention

Fidler

Nadel

2007

Ment. Retard. Dev. Disabil. Res. Rev.

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152

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Of the recent advances in education-related research in Down syndrome, the characterization of the Down syndrome behavioral phenotype has become a potentially critical tool for shaping education and intervention in this population. This article briefly reviews the literature on brain-behavior connections in Down syndrome and identifies aspects of the Down syndrome behavioral phenotype that are potentially relevant to educators. Potential challenges to etiologically informed educational planning are discussed.

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“…This knowledge has direct implications for clinical practice: as our knowledge is becoming more sophisticated, monitoring and intervention can become (and are becoming) more targeted (Fidler, Philofsky, & Hepburn, 2007). Speech and language therapy offered to individuals with DS could take into account the specific difficulties with reflexive elements identified here, and offer help to reduce these difficulties.…”

Section: Discussionmentioning

confidence: 99%

Pronoun Comprehension in Individuals With Down Syndrome: Deviance or Delay?

Sanoudaki

Varlokosta

2014

J Speech Lang Hear Res

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Purpose:Results of recent pilot studies suggest that the interpretation of pronominal elements in Down Syndrome (DS) may follow a pattern unattested in typical development, indicating the presence of a selective deficit targeting the comprehension of reflexive pronouns. These findings come at a time when there is a heated debate surrounding pronoun comprehension in typical development as well. We aim to contribute to these debates by examining pronoun comprehension in Greek, a language that exhibits unusual patterns in pronoun comprehension in typical development. Method: Seven Greek-speaking individuals with DS and a control group of fourteen typically developing (TD) children were tested. We examined the comprehension of pronominal elements, including strong pronouns, reflexive pronouns, and pronominal clitics, using a picture selection task. Results: The data reveal evidence of deviant pronoun comprehension in individuals with DS compared to the TD group. The DS group encountered problems in the interpretation of reflexive pronouns when compared to the TD group, while the performance of the two groups was comparable in all remaining conditions. Conclusions: Findings are in line with the selective deficit model of language comprehension in DS, supporting the presence of a cross-linguistic reflexive deficit.

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Language phenotypes and intervention planning: Bridging research and practice

Cited by 64 publications

References 76 publications

Fenótipo comportamental e cognitivo de crianças e adolescentes com Síndrome de Williams-Beuren

Fenótipo comportamental e cognitivo de crianças e adolescentes com Síndrome de Williams-Beuren

Education and children with Down syndrome: Neuroscience, development, and intervention

Pronoun Comprehension in Individuals With Down Syndrome: Deviance or Delay?

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