A Multi-Method Investigation of Pragmatic Development in Individuals with down Syndrome

Autor/inn/en	Lee, Michelle; Bush, Lauren; Martin, Gary E.; Barstein, Jamie; Maltman, Nell; Klusek, Jessica; Losh, Molly
Titel	A Multi-Method Investigation of Pragmatic Development in Individuals with down Syndrome
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 122 (2017) 4, S.289-309 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
Schlagwörter	Down Syndrome; Children; Language Skills; Pragmatics; Language Usage; Longitudinal Studies; Language Tests; Theory of Mind; Executive Function; Mental Age; Receptive Language; Expressive Language; Comparative Analysis; Developmental Delays; Sex; Language Impairments; Correlation + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Child; Kind; Kinder; Language skill; Sprachkompetenz; Pragmalinguistik; Sprachgebrauch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language test; Sprachtest; Geistige Beweglichkeit; Rezeptive Kommunikationsfähigkeit; Entwicklungsverzögerung; Geschlecht; Geschlechtsverkehr; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Korrelation
Abstract	This longitudinal study examined pragmatic language in boys and girls with Down syndrome (DS) at up to three time points, using parent report, standardized and direct assessments. We also explored relationships among theory of mind, executive function, nonverbal mental age, receptive and expressive vocabulary, grammatical complexity, and pragmatic competence. Controlling for cognitive and language abilities, children with DS demonstrated greater difficulty than younger typically developing controls on parent report and standardized assessments, but only girls with DS differed on direct assessments. Further, pragmatic skills of individuals with DS developed at a delayed rate relative to controls. Some sex-specific patterns of pragmatic impairments emerged. Theory of mind and executive function both correlated with pragmatic competence. Clinical and theoretical implications are discussed. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01