Vocabulary and grammar development in children with autism spectrum disorder, fragile X syndrome, and Down syndrome

Hilvert, Elizabeth; Sterling, Audra

doi:10.1016/bs.irrdd.2019.07.003

Cited by 7 publications

(9 citation statements)

References 181 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although a great deal of heterogeneity is observed, expressive language is an area of particular challenge for most children with DS. Indeed, language delays are observed in nearly all individuals with DS, are typically more severe than their delays in nonverbal cognition, and are often more severe than the language delays associated with other neurogenetic syndromes [ 2 , 3 , 4 ]. Language is a crucial area of focus for research and a high-priority treatment target because it plays a critical role in supporting long-term outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…Expressive vocabulary skills are often an area of strength in children with DS relative to performance in other language domains, such as expressive grammar. Nonetheless, delays relative to chronological age expectations and receptive vocabulary ability are common [ 4 , 24 , 25 ]. For example, Berglund et al [ 26 ] found that 12% of 12–23-month-olds, 80% of 24–35-month-olds, and 90% of 36–47-month-olds had produced their first word in a survey of over 300 children with DS between 1 and 5.50 years of age.…”

Section: Introductionmentioning

confidence: 99%

“…Expressive grammar skills are an area of particular challenge for youth with DS [ 4 ]. Specifically, children with DS have significant delays in the onset of two-word combinations, with most children not demonstrating two-word combinations until after 3.50 years of age [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

“…Expressive grammar weaknesses are generally apparent relative to both nonverbal cognitive ability and receptive grammar skills [ 31 , 32 , 33 , 34 ]. These grammar challenges have been found to persist into adulthood [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Defining Expressive Language Benchmarks for Children with Down Syndrome

et al. 2022

View full text Add to dashboard Cite

Establishing expressive language benchmarks (ELBs) for children with Down syndrome (DS), as developed by Tager-Flusberg et al. for children with autism, is critically needed to inform the development of novel treatments, identify individualized treatment targets, and promote accurate monitoring of progress. In the present study, we assessed ELB assignments in three language domains (phonology, vocabulary, and grammar) for 53 young children with DS (CA range: 2.50–7.99 years) using standardized assessments. The participants were classified into one of four ELB levels (preverbal, first words, word combinations, and sentences) in each language domain. Associations with additional measures of language, chronological age, nonverbal cognition, and verbal short-term memory were considered. Analyses of individual ELB profiles indicated substantial variability across the three language domains, with six different patterns of variation across domains emerging. At the same time, the ELB categories were significantly associated with independent language measures and broader developmental domains. Moreover, ELB changes were observed in a small sample of children with DS reassessed 18–24 months after the initial visit. Results from the present study suggest the procedures outlined by Tager-Flusberg et al. for defining ELBs are a potentially useful tool for describing the language abilities of children with DS.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Defining Expressive Language Benchmarks for Children with Down Syndrome

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Performance on receptive vocabulary tests keeps pace with or even exceeds nonverbal cognitive measures for individuals with Williams syndrome (Mervis & John, 2008), those with Down syndrome (Miolo, Chapman, & Sindberg, 2005), and those of undifferentiated etiology (Facon, Bollengier, & Grubar, 1993), particularly in late childhood, adolescence, or adulthood (Facon, Facon-Bollengier, & Grubar, 2002;Hoffmann et al, 2019). By contrast, syntactic development, both in comprehension and especially in expression, is often weaker than expected in view of the children's intellectual abilities (e.g., Abbeduto et al, 2016;Andreou & Chartomatsidou, 2020;Hilvert & Sterling, 2019).…”

Section: Introductionmentioning

confidence: 99%

From a Molar to a Molecular Approach to the Developmental Trajectory of Syntax Comprehension of Persons with Intellectual Disability

Façon

Magis²,

Knutsen

2021

Language Learning

View full text Add to dashboard Cite

The aim of our study was to investigate whether the developmental trajectories of syntax comprehension of participants with or without intellectual disability are comparable. We obtained results from a syntax comprehension test of 615 typically developing participants (mean chronological age = 4.61 years, SD = 0.85) and 615 participants with intellectual disability (mean chronological age = 12.22 years, SD = 3.14) matched on a nonverbal cognitive measure. We examined these results by applying several statistical approaches to the overall scores for the syntax test and then to the scores for each of its 92 items. Results showed negligible between‐group differences in developmental trajectories, at both levels of analysis (overall and item scores). This lack of effect suggests that the relationship between cognitive development and syntax comprehension is comparable for the two groups of participants. Theoretical and practical implications of these findings are discussed.

show abstract

Maternal Use of Decontextualized and Contextualized Talk: An In-Depth Investigation of Early Parent–Child Interactions in Down Syndrome

Hilvert

Lorang

Sterling

2021

Am J Speech Lang Pathol

View full text Add to dashboard Cite

Purpose The goal of this study was to characterize and quantify maternal use of decontextualized and contextualized input during mother–child interactions including young children with Down syndrome (DS). Method Participants included 22 mother–child dyads with DS ( M age = 42.8 months) and 22 mother–child dyads with typical development ( M age = 44.0 months). Parent–child language samples were collected during free-play, book reading, and snack time, and coded for maternal decontextualized (i.e., pretend, explanatory, and narrative talk) and contextualized input (i.e., descriptions, conversation, praise, questions, and directives). Results Mothers of children with DS used a larger proportion of pretend talk compared to other types of decontextualized input and also used a larger proportion of questions, conversation, and descriptions compared to other types of contextualized language. Mothers of children with DS generally used a smaller proportion of decontextualized input compared to mothers of children with typical development, with the exception of pretend talk. Maternal decontextualized input was not related to children's age or language ability in DS. Conclusions Findings shed new light on the early language environments of children with DS, providing important insight into the ways that mothers of children with DS are incorporating decontextualized and contextualized talk into early mother–child conversations. Additional implications and future directions are discussed.

show abstract

Vocabulary and grammar development in children with autism spectrum disorder, fragile X syndrome, and Down syndrome

Cited by 7 publications

References 181 publications

Defining Expressive Language Benchmarks for Children with Down Syndrome

Defining Expressive Language Benchmarks for Children with Down Syndrome

From a Molar to a Molecular Approach to the Developmental Trajectory of Syntax Comprehension of Persons with Intellectual Disability

Maternal Use of Decontextualized and Contextualized Talk: An In-Depth Investigation of Early Parent–Child Interactions in Down Syndrome

Contact Info

Product

Resources

About