Laura Zampini

Lexical and syntactic development in Italian children with Down's syndrome.

BACKGROUND Although children with Downs syndrome show some delays in each area of language development, their morphosyntactic competence appears to be more severely compromised than their lexical skills and, therefore, they are frequently mentioned as an example of dissociation between grammar and lexicon. AIMS The principal aim of the present study was to compare the lexical and syntactic development of Italian children with Downs syndrome with that of typically developing children, considering their spontaneous production. Particular attention was given to the relationships between these linguistic areas and the transition from single-word utterances to multiword combinations (that is, transitional forms). METHODS & PROCEDURES Twenty-four children participated in the study: twelve with Downs syndrome and twelve typically developing children. On average, the children with Downs syndrome participating in the study had a vocabulary size of about 450 words; and their mean chronological age was 54 months, whereas their mean developmental age was 30 months. The criteria for inclusion in the typically developing children group were a mean vocabulary size similar to that of the participants with Downs syndrome and a mean chronological age equivalent to the mean developmental age of the children with Downs syndrome. Each childs spontaneous verbal production was assessed during a parent-child play session. Data analyses focused on both lexical variables (type and tokens, vocabulary composition) and syntactic variables (frequency and types of transitional forms, frequency of utterances with different degree of complexity, and argument structure of verbs). OUTCOMES & RESULTS The vocabulary composition of the children with Downs syndrome appeared to be simpler than that of the typically developing children at the same lexical size. Children with Downs syndrome used a higher number of transitional forms, but their production of multi-word utterances was less frequent; they were able to use word combinations, but they produced a low number of morphologically complete sentences. In addition, a significant relationship emerged between the development of the lexicon and the production of multi-word utterances. CONCLUSIONS & IMPLICATIONS Children with Downs syndrome seem to have greater difficulties in expressing sentences in a grammatically correct form, though they are able to combine words. The theoretical relevance of the study lies in the fact that individuating a significant relationship between lexical and syntactic skills supports the hypothesis of interdependence between these two language domains; the practical relevance of the results lies in the fact that intervening on lexical abilities could have a beneficial effect on syntactic skills.

Vocabulary development in children with Down syndrome: Longitudinal and cross-sectional data

Abstract Background Research findings on vocabulary development1 in children with Down syndrome are inconsistent. This study aimed to analyse the developmental trend of vocabulary growth in children with Down syndrome and the relationships between vocabulary and chronological and developmental age. Method Childrens vocabulary size was assessed by a parental report (the Italian version of the MacArthur–Bates Communicative Development Inventories [CDI]). A longitudinal study, involving 18 children with Down syndrome, and a cross-sectional study, involving 27 children with Down syndrome, were conducted. Results The variability in childrens vocabulary size increased from a chronological age of 36 months. Both vocabulary size (from 36 months) and developmental level (from 42 months) were significant predictors of lexical outcomes at 48 months. A comparison with normative data showed that children with Down syndrome had a significantly lower vocabulary size than typically developing children at the same developmental age. Conclusion Although there are similarities with vocabulary growth in typically developing children, lexical development in children with Down syndrome appears to lag behind their cognitive development.

Characteristics of maternal input to children with Down syndrome: A comparison with vocabulary size and chronological age-matched groups

The lexical and structural characteristics of the maternal input addressed to 24-month-old children with Down syndrome were compared to the input addressed to two groups of typically developing children; matched for chronological age (CA Group) and lexical skills (Vocabulary Group), respectively. The aim of the study was to verify whether the characteristics of the language addressed to children with Down syndrome are oversimplified, as found in previous studies, or if they are appropriate for the children’s developmental level. Data analyses show that the lexicon directed towards these children is simpler than that addressed to both of the comparison groups in terms of vocabulary composition (fewer function words and more onomatopoeic words/routines) and simpler than that addressed to the CA Group in terms of lexical variability. However, in terms of syntactic complexity, the input is mid-way between the two comparison groups. In addition, the analysis of maternal imitative utterances shows that the children with Down syndrome receive a lower proportion of imitative utterances than could be expected based on their age.

Linguistic and psychomotor development in children with chromosome 14 deletions

The present study focussed on a specific type of rare genetic condition: chromosome 14 deletions. Children with this genetic condition often show developmental delays and brain and neurological problems, although the type and severity of symptoms varies depending on the size and location of the deleted genetic material. The specific aim of the present study was to describe the developmental trajectories of language skills in a group of children with linear 14q deletions. Four children with an interstitial deletion of the long arm of chromosome 14 were followed for 1 year. Data collected from psychomotor and linguistic assessments highlight a large individual variability. Considering the childrens genetic and clinical conditions, findings revealed that the size of the deleted area is not related to outcome. However, the developmental trajectories of language development are deeply influenced by the presence of clinical conditions, such as autism spectrum disorders.

Developing with ring 14 syndrome: A survey in different countries

Abstract This study aimed to assess the communicative skills of children and young adults with ring 14 syndrome and linear 14q deletions, investigating the relationships among their language development and their genetic, clinical, psychomotor and behavioural characteristics. Participants were 36 individuals with chromosome 14 aberrations whose parents completed a questionnaire, specifically developed in five languages, to assess their son’s/daughter’s development. Data analysis showed that chronological age does not account for the high individual variability found in the participants’ skills. The comparison between participants with ring 14 syndrome and participants with 14q linear deletions showed that the former were characterised by a higher occurrence of epilepsy, abnormalities of the retina and autism. The participants with smaller amounts of deleted genetic material were those who had a higher level of language development. Because ring 14 syndrome is a rare genetic disease, the collection of data from a large group of individuals could be helpful to create expectations about the possible developmental outcomes of these children.

Guideline recommendations for diagnosis and clinical management of Ring14 syndrome—first report of an ad hoc task force

BackgroundRing chromosome 14 syndrome is a rare chromosomal disorder characterized by early onset refractory epilepsy, intellectual disability, autism spectrum disorder and a number of diverse health issues.ResultsThe aim of this work is to provide recommendations for the diagnosis and management of persons affected by ring chromosome 14 syndrome based on evidence from literature and experience of health professionals from different medical backgrounds who have followed for several years subjects affected by ring chromosome 14 syndrome. The literature search was performed in 2016. Original papers, meta-analyses, reviews, books and guidelines were reviewed and final recommendations were reached by consensus.ConclusionConventional cytogenetics is the primary tool to identify a ring chromosome. Children with a terminal deletion of chromosome 14q ascertained by molecular karyotyping (CGH/SNP array) should be tested secondarily by conventional cytogenetics for the presence of a ring chromosome. Early diagnosis should be pursued in order to provide medical and social assistance by a multidisciplinary team. Clinical investigations, including neurophysiology for epilepsy, should be performed at the diagnosis and within the follow-up. Following the diagnosis, patients and relatives/caregivers should receive regular care for health and social issues. Epilepsy should be treated from the onset with anticonvulsive therapy. Likewise, feeding difficulties should be treated according to need. Nutritional assessment is recommended for all patients and nutritional support for malnourishment can include gastrostomy feeding in selected cases. Presence of autistic traits should be carefully evaluated. Many patients with ring chromosome 14 syndrome are nonverbal and thus maintaining their ability to communicate is always essential; every effort should be made to preserve their autonomy.

Syntax and prosody in narratives: A study of preschool children

The present study examines narrative competence and its relationships with syntactic and prosodic skills in preschool children. The narrative skills of 30 typically developing Italian children were assessed during their first year of kindergarten attendance (T1) and again one year later (T2). A picture book was used to elicit children’s narratives. All stories were examined for narrative competence, syntactic complexity and prosody. The results are discussed in the context of the relationships between prosody and the other linguistic skills, considering that the children who were more proficient storytellers and exhibited better syntactic construction were generally less able to produce their utterances within a single melodic contour. Therefore, the linguistic and cognitive abilities required by a storytelling task may negatively influence a child’s ability to produce sentences within a single melodic contour.

Prosodic skills in children with Down syndrome and in typically developing children

BACKGROUND Many studies have analysed language development in children with Down syndrome to understand better the nature of their linguistic delays and the reason why these delays, particularly those in the morphosyntactic area, seem greater than their cognitive impairment. However, the prosodic characteristics of language development in children with Down syndrome have been scarcely investigated. AIMS To analyse the prosodic skills of children with Down syndrome in the production of multi-word utterances. Data on the prosodic skills of these children were compared with data on typically developing children matched on developmental age and vocabulary size. Between-group differences and the relationships between prosodic and syntactic skills were investigated. METHODS & PROCEDURES The participants were nine children with Down syndrome (who ranged in chronological age from 45 to 63 months and had a mean developmental age of 30 months) and 12 30-month-old typically developing children. The children in both groups had a vocabulary size of approximately 450 words. The childrens spontaneous productions were recorded during observations of mother-child play sessions. OUTCOMES & RESULTS Data analyses showed that despite their morphosyntactic difficulties, children with Down syndrome were able to master some aspects of prosody in multi-word utterances. They were able to produce single intonation multi-word utterances on the same level as typically developing children. In addition, the intonation contour of their utterances was not negatively influenced by syntactic complexity, contrary to what occurred in typically developing children, although it has to be considered that the utterances produced by children with Down syndrome were less complex than those produced by children in the control group. However, children with Down syndrome appeared to be less able than typically developing children to use intonation to express the pragmatic interrogative function. CONCLUSIONS & IMPLICATIONS The findings are discussed considering the effects of social experience on the utterance prosodic realization.

Linguistic and prosodic aspects of child-directed speech: The role of maternal child-rearing experiences

Abstract This study explored if the quality of mothers’ reported child-rearing experiences influences the prosodic and linguistic features of maternal child-directed speech. Lexical, syntactic, functional and prosodic aspects of maternal speech directed towards their 24-month-old children were examined. Results showed that mothers with different child-rearing histories differed in the ways they talked to their children. Mothers who recalled the caregiving they received during childhood as characterized by high levels of care and low levels of control, used a lexically and syntactically more complex speech and expressed more positive emotions. This kind of input seems to be more attuned with the typical growing skills of two-year-old children. Implications for the study of mother–infant relationship as well as for the study of child language development are addressed.

Relationships between structural and acoustic properties of maternal talk and children’s early word recognition

This study aimed to investigate specific associations between structural and acoustic characteristics of infant-directed (ID) speech and word recognition. Thirty Italian-acquiring children and their mothers were tested when the children were 1;3. Children’s word recognition was measured with the looking-while-listening task. Maternal ID speech was recorded during a mother–child interaction session and analyzed in terms of amount of speech, lexical and syntactic complexity, positional salience of nouns and verbs, high pitch and variation, and temporal characteristics. The analyses revealed that final syllable length positively predicts children’s accuracy in word recognition whereas the use of verbs in the utterance-final position has an adverse effect on children’s performance. Several of the expected associations between ID speech features and children’s word recognition skills, however, were not significant. Taken together, these findings suggest that only specific structural and acoustic properties of ID speech can facilitate word recognition in children, thereby fostering their ability to extrapolate sound patterns from the stream and map them with their referents.