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Defining Expressive Language Benchmarks for Children with Down Syndrome

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 p...

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Autores principales: Thurman, Angela John, Bullard, Lauren, Kelly, Leona, Wong, Caitlyn, Nguyen, Vivian, Esbensen, Anna J., Bekins, Jennifer, Schworer, Emily K., Fidler, Deborah J., Daunhauer, Lisa A., Mervis, Carolyn B., Pitts, C. Holley, Becerra, Angela M., Abbeduto, Leonard
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
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Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9221379/
https://www.ncbi.nlm.nih.gov/pubmed/35741628
http://dx.doi.org/10.3390/brainsci12060743
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author Thurman, Angela John
Bullard, Lauren
Kelly, Leona
Wong, Caitlyn
Nguyen, Vivian
Esbensen, Anna J.
Bekins, Jennifer
Schworer, Emily K.
Fidler, Deborah J.
Daunhauer, Lisa A.
Mervis, Carolyn B.
Pitts, C. Holley
Becerra, Angela M.
Abbeduto, Leonard
author_facet Thurman, Angela John
Bullard, Lauren
Kelly, Leona
Wong, Caitlyn
Nguyen, Vivian
Esbensen, Anna J.
Bekins, Jennifer
Schworer, Emily K.
Fidler, Deborah J.
Daunhauer, Lisa A.
Mervis, Carolyn B.
Pitts, C. Holley
Becerra, Angela M.
Abbeduto, Leonard
author_sort Thurman, Angela John
collection PubMed
description 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.
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spelling pubmed-92213792022-06-24 Defining Expressive Language Benchmarks for Children with Down Syndrome Thurman, Angela John Bullard, Lauren Kelly, Leona Wong, Caitlyn Nguyen, Vivian Esbensen, Anna J. Bekins, Jennifer Schworer, Emily K. Fidler, Deborah J. Daunhauer, Lisa A. Mervis, Carolyn B. Pitts, C. Holley Becerra, Angela M. Abbeduto, Leonard Brain Sci Article 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. MDPI 2022-06-06 /pmc/articles/PMC9221379/ /pubmed/35741628 http://dx.doi.org/10.3390/brainsci12060743 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Thurman, Angela John
Bullard, Lauren
Kelly, Leona
Wong, Caitlyn
Nguyen, Vivian
Esbensen, Anna J.
Bekins, Jennifer
Schworer, Emily K.
Fidler, Deborah J.
Daunhauer, Lisa A.
Mervis, Carolyn B.
Pitts, C. Holley
Becerra, Angela M.
Abbeduto, Leonard
Defining Expressive Language Benchmarks for Children with Down Syndrome
title Defining Expressive Language Benchmarks for Children with Down Syndrome
title_full Defining Expressive Language Benchmarks for Children with Down Syndrome
title_fullStr Defining Expressive Language Benchmarks for Children with Down Syndrome
title_full_unstemmed Defining Expressive Language Benchmarks for Children with Down Syndrome
title_short Defining Expressive Language Benchmarks for Children with Down Syndrome
title_sort defining expressive language benchmarks for children with down syndrome
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9221379/
https://www.ncbi.nlm.nih.gov/pubmed/35741628
http://dx.doi.org/10.3390/brainsci12060743
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