Language skills in 5–8‐year‐old children with 22q11 deletion syndrome

Abstract

Language difficulties in all investigated areas of language were found. It is suggested that speech-language impairment is a common feature of 22q11 deletion syndrome. An implication of these results is that follow-ups of language skills are important not only for pre-school children, but also for school age children and adolescents with 22q11 deletion syndrome.

Neuropsychological Profile of Italian Children and Adolescents with 22q11.2 Deletion Syndrome with and Without Intellectual Disability

“…For example, discrepancies in lexical abilities (higher expressive than receptive abilities in Glaser et al's study and the opposite in Moss et al's and in Gerdes et al's study) could be explained by a full-scale IQ spread ranging from 40 to 105 in Moss et al's study and in Glaser et al's study and from 42 to 92 in Gerdes et al's study. Therefore, variability in intelligence between participants may help explain our findings and the findings reported in previous studies on the morphosyntactic abilities of individuals with 22q11DS. Indeed, poor performance of children with 22q11DS on complex morphosyntactic tasks has often been reported (CusmanoOzog et al 2007;Golding-Kushner et al 1985;Persson et al 2006). For example, Persson et al (2006) documented reduced sentence length, problems in retelling a story and low grammatical complexity in children with 22q11DS compared with expectations for CA and performance IQ.…”

“…Indeed, poor performance of children with 22q11DS on complex morphosyntactic tasks has often been reported (CusmanoOzog et al 2007;Golding-Kushner et al 1985;Persson et al 2006). For example, Persson et al (2006) documented reduced sentence length, problems in retelling a story and low grammatical complexity in children with 22q11DS compared with expectations for CA and performance IQ. We found impaired morphosyntactic abilities (marked in comprehension and medium in production) in the children and adolescents with 22q11DS compared with their MA matched controls.…”

“…Glaser et al (2002) reported lower performance in comprehension than in verbal production, whereas Gerdes et al (1999), Moss et al (1999) and Jacobson et al (2010) reported the opposite profile. Moreover, story retelling ability was found reduced in children with 22q11DS, and the older the children the more severe the impairment (Persson et al 2006).…”

Descripción de características clínicas del síndrome velocardiofacial

“…Las alteraciones del lenguaje serían transversales a todos los niveles: fonológico, semántico, morfosintáctico y del discurso (48) . En general se describe bajo conocimiento léxico, problemas para recordar vocabulario nuevo y una pobre habilidad comunicativa para escuchar y manejar información general y cultural, para hablar de situaciones de la vida real, transmitir ideas, pensamientos o sentimientos, para entregar detalles acerca de eventos, pedir ayuda en situaciones complicadas o participar en conversaciones técnicas, lo que se traduce muchas veces en dificultades pragmáticas que interfieren sus interacciones sociales (43) .…”

“…Incluso muchos pacientes no desarrollan un lenguaje acorde a las habilidades aprendidas (51) . La intervención debe continuar hacia la edad escolar y adolescencia (48) , orientada a estimular destrezas de conversación social, tales como qué decir, cómo decirlo, cuándo hacer un comentario; combinar indicaciones no verbales con la comprensión de otras intenciones, sin esperar que el niño entienda significados abstractos o "lea entre líneas".…”