A Cross-Sectional Analysis of Developmental Trajectories of Vocabulary Comprehension among Children and Adolescents with Down Syndrome or Intellectual Disability of Undifferentiated Aetiology

Autor/inn/en	Facon, Bruno; Courbois, Yannick; Magis, David
Titel	A Cross-Sectional Analysis of Developmental Trajectories of Vocabulary Comprehension among Children and Adolescents with Down Syndrome or Intellectual Disability of Undifferentiated Aetiology
Quelle	In: Journal of Intellectual & Developmental Disability, 41 (2016) 2, S.140-149 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-9532
DOI	10.3109/13668250.2016.1160370
Schlagwörter	Vocabulary Development; Comprehension; Children; Adolescents; Down Syndrome; Intellectual Disability; Cognitive Ability; Clinical Diagnosis; Correlation; Intelligence Tests; Verbal Ability; Kindergarten; Special Schools; Peabody Picture Vocabulary Test; Boehm Test of Basic Concepts; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Verstehen; Verständnis; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Intellect; Disability; Disabilities; Verstand; Behinderung; Denkfähigkeit; Korrelation; Intelligence test; Intelligenztest; Mündliche Leistung; Special school; Sonderschule
Abstract	Background: In this work we sought to expand our knowledge of developmental trajectories of subcomponents of the language systems of individuals with intellectual disability (ID). We aimed to explore how "general" and "relational" vocabularies evolve as a function of cognitive level. Method: Developmental trajectories of general and relational vocabulary comprehension were compared among typically developing (TD) children and children and adolescents with ID of undifferentiated aetiology (UND) or Down syndrome (DS). Results: Comparisons between TD participants and participants with UND showed no interaction between cognitive level and diagnostic status for general vocabulary, and only a very weak interaction for relational vocabulary. Comparisons between TD participants and participants with DS failed to reveal group-specific trajectories. Performance in general vocabulary was higher than in relational vocabulary for participants with UND and DS. Conclusion: The developmental trajectories of vocabulary appear to be globally comparable for participants with or without ID. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01