A Retrospective Video Analysis of Canonical Babbling and Volubility in Infants with Fragile X Syndrome at 9-12 Months of Age

Autor/inn/en	Belardi, Katie; Watson, Linda R.; Faldowski, Richard A.; Hazlett, Heather; Crais, Elizabeth; Baranek, Grace T.; McComish, Cara; Patten, Elena; Oller, D. Kimbrough
Titel	A Retrospective Video Analysis of Canonical Babbling and Volubility in Infants with Fragile X Syndrome at 9-12 Months of Age
Quelle	In: Journal of Autism and Developmental Disorders, 47 (2017) 4, S.1193-1206 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-017-3033-4
Schlagwörter	Infants; Child Language; Genetic Disorders; Language Impairments; Verbal Development; Syllables; Group Membership; Identification + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; 'Children''s language'; Kindersprache; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Silbe; Gruppenzugehörigkeit; Identifikation; Identifizierung
Abstract	An infant's vocal capacity develops significantly during the first year of life. Research suggests early measures of pre-speech development, such as canonical babbling and volubility, can differentiate typical versus disordered development. This study offers a new contribution by comparing early vocal development in 10 infants with Fragile X syndrome and 14 with typical development. Results suggest infants with Fragile X syndrome produce fewer syllables and have significantly lower canonical babbling ratios compared to infants who are typically developing. Furthermore, the particular measures of babbling were strong predictors of group membership, adding evidence regarding the possible utility of these markers in early identification. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01