Communicative Acts of a Child with Rubinstein-Taybi Syndrome during Early Communicative Development

Autor/inn/en	Carvey, Jayme S.; Bernhardt, B. May
Titel	Communicative Acts of a Child with Rubinstein-Taybi Syndrome during Early Communicative Development
Quelle	In: Child Language Teaching and Therapy, 25 (2009) 2, S.172-190 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659009102976
Schlagwörter	Genetic Disorders; Developmental Disabilities; Developmental Delays; Profiles; Preschool Children; Interpersonal Communication; Males + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Entwicklungsverzögerung; Charakterisierung; Profilanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kommunikation; Male; Männliches Geschlecht
Abstract	Rubinstein-Taybi syndrome (RTS) is a rare genetic developmental disorder that often shows associated language delay. However, literature on language development in RTS is very limited, particularly for the period of early communicative development, when standardized testing can be minimally informative. The purpose of the current study was to present a descriptive profile of the intentional communicative acts of a 4-year-old child with RTS, both to add to the literature on the syndrome, and as an example of non-standard profiling of early communication. The child was video-recorded in a natural context with familiar conversational partners. Analyses of the videotaped interactions included rate of communication, communicative functions and modes, and discourse patterns in terms of initiation and response. The child's mean rate of communication was 6 communicative acts per minute. In terms of communicative function, assertive (commenting) communicative acts were most common, followed by directive (requests) and expressive (affective) acts. Mode of communication was less advanced than communicative function; vocalizations were the most frequent mode, although linguistic skills were emerging (signs, single words). Implications for treatment are suggested for children with development delays on the threshold between prelinguistic and one-word phases of development. (Contains 5 tables and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10