ISSN:1080-4013    

DOI:10.1002/mrdd.20153

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:2007

数据来源: WILEY

摘要:

AbstractWilliams syndrome, a genetic disorder caused by a microdeletion of ∼25 genes on chromosome 7q11.23, is associated with mild to moderate intellectual disability or learning difficulties. Most individuals with Williams syndrome evidence a cognitive profile including relative strengths in verbal short‐term memory and language, and considerable weakness in visuospatial construction. The syndrome has often been argued to provide strong evidence for the independence of language from other aspects of cognition. We provide a brief history of early research on the language abilities of individuals with Williams syndrome and then review contemporary studies of language and cognition in Williams syndrome, beginning with a consideration of performance on standardized assessments. In the remainder of the article, we first consider early language acquisition, with a focus on speech production and perception, vocabulary acquisition, and communicative/pragmatic development and then consider the language abilities of school‐age children and adolescents, focusing on semantics, grammar, and pragmatics. We argue that rather than being the paradigm case for the independence of language from cognition, Williams syndrome provides strong evidence of the interdependence of many aspects of language and cognition. © 2007 Wiley‐Liss, Inc. MRDD Research Reviews 2007

ISSN:1080-4013    

DOI:10.1002/mrdd.20140

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:2007

数据来源: WILEY

摘要:

AbstractAutism is a neurodevelopmental disorder defined by impairments in social and communication development, accompanied by stereotyped patterns of behavior and interest. The focus of this paper is on the early development of communication in autism, and early intervention for impairments in communication associated with this disorder. An overview of components of communication is provided. Communication characteristics that are diagnostic of autism are summarized, with consideration of the overlap between social and communication impairment, particularly for children with autism functioning at the prelinguistic level. Early communication development and predictors of communication functioning in autism are examined, based on a review of prospective and retrospective studies. The focus of the discussion then turns to intervention. Consideration is given to the rationale for beginning intervention as early in life as possible for children with autism. Implications of motor, imitation, and play deficits for communication‐based intervention are examined. Finally, issues related to the design and delivery of intervention for young children with autism are presented, along with a review of the major early intervention approaches for autism. © 2007 Wiley‐Liss, Inc. MRDD Research Reviews 2007;13:1

ISSN:1080-4013    

DOI:10.1002/mrdd.20134

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:2007

数据来源: WILEY

摘要:

AbstractAlthough there is considerable variability, most individuals with Down syndrome have mental retardation and speech and language deficits, particularly in language production and syntax and poor speech intelligibility. This article describes research findings in the language and communication development of individuals with Down syndrome, first briefly describing the physical and cognitive phenotype of Down syndrome, and two communication related domains—hearing and oral motor skills. Next, we describe language development in Down syndrome, focusing on communication behaviors in the prelinguistic period, then the development of language in children and adolescents, and finally language development in adults and the aging period. We describe language development in individuals with Down syndrome across four domains: phonology, semantics, syntax, and pragmatics. Wethen suggest strategies for intervention and directions for research relating to individuals with Down syndrome. © 2007 Wiley‐Liss, Inc. MRDD Research Reviews 2007;13:2

ISSN:1080-4013    

DOI:10.1002/mrdd.20136

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:2007

数据来源: WILEY

摘要:

AbstractFragile X syndrome (FXS) is the leading inherited cause of mental retardation. In this article, we review what is known about the language and related problems of individuals with FXS. In doing so, we focus on the syndrome‐specific features of the language phenotype and on the organismic (i.e., genetic and individual neurocognitive and behavioral) and environmental factors associated with within‐syndrome variation in the phenotype. We also briefly review those aspects of the behavioral phenotype of FXS that are relevant for understanding syndrome‐specific features of, and within‐syndrome variability in, language. The review includes summaries of research on the prelinguistic foundations for language development and on each of the major components of language (i.e., vocabulary, morphosyntax, and pragmatics). Throughout the review, we point out implications of existing research for intervention as well as directions for future research. © 2007 Wiley‐Liss, Inc. MRDD Research Reviews 200

ISSN:1080-4013    

DOI:10.1002/mrdd.20142

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:2007

数据来源: WILEY

摘要:

AbstractThis paper focuses on the communication and language phenotypes associated with three genetic disorders: Down syndrome, Williams syndrome, and fragile X syndrome. It is argued that there is empirical evidence that these disorders predispose children to specific profiles of strength and weakness in some areas of speech, language, and communication, and that intervention planning for children with each syndrome may take an approach informed by these profiles. Issues related to within‐group variability, shared outcomes among syndromes, and the need for empirical validation for syndrome‐specific recommendations are discussed. © 2007 Wiley‐Liss, Inc. MRDD Research Reviews 2007; 13

ISSN:1080-4013    

DOI:10.1002/mrdd.20132

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:2007

数据来源: WILEY

摘要:

AbstractAugmentative and alternative communication is a compilation of methods and technology designed to supplement spoken communication for people with limited speech or language skills, including children with developmental and intellectual disabilities. The field of AAC has evolved rapidly within the last 10 years, due to a combination of empirical advances from research as well as rapid changes in technology. This article reviews some of the most significant aspects of this growth as it relates to children with developmental disabilities. Major issues within the field, the evidence base available to practitioners and researchers, and promising areas of future growth are identified. © 2007 Wiley‐Liss, Inc. MRDD Research Reviews 2007;13:58

ISSN:1080-4013    

DOI:10.1002/mrdd.20133

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:2007

数据来源: WILEY

摘要:

AbstractResearch over the past 50 years has yielded several promising approaches and many specific intervention techniques designed to enhance the communication and language development of young children with intellectual and developmental delays and disabilities. Yet virtually no systematic research has been conducted on the effects of different treatment intensities. We review how intervention intensity has been defined in the literature and propose a set of terms borrowed from medicine that are intended to capture the dynamic aspects of this concept as an aid to further investigation. On the basis of this approach, we propose four types of knowledge that can be generated through the systematic study of treatment intensity and discuss appropriate methods for investigating the effects of differential treatment intensities. We conclude with three recommendations for the field. © 2007 Wiley‐Liss, Inc. MRDD Research Reviews 2007;13:70

ISSN:1080-4013    

DOI:10.1002/mrdd.20139

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:2007

数据来源: WILEY

摘要:

AbstractThis article assesses the state of the literature on word‐attack skills and phonological awareness (PA) in individuals with mental retardation, in light of progress towards the development of effective teaching procedures. The literature contains promising findings. Studies have shown PA to be correlated with word‐attack skills in individuals with mental retardation, as has been shown conclusively in typically developing children. This suggests that instruction in PA would facilitate the acquisition of word‐attack skills in individuals with mental retardation, as it does with typically developing children. As of yet, however, very few experimental studies designed to demonstrate effective teaching procedures for PA and word‐attack skills have been published. This research field might evolve most effectively and efficiently by following a two‐step research program. First, test new teaching procedures in a series of small‐Nstudies, each study incorporating modifications of teaching procedures based on the results of the previous study. Once procedures prove effective at this level, the resources necessary to pursue large‐scale studies can be used to their best advantage. © 2007 Wiley‐Liss, Inc. MRDD Research Revie

ISSN:1080-4013    

DOI:10.1002/mrdd.20137

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:2007

数据来源: WILEY

摘要:

AbstractPast autism research has often been dedicated to tracing the causes of the disorder to a localized neurological abnormality, a single functional network, or a single cognitive‐behavioral domain. In this review, I argue that autism is a “distributed disorder” on various levels of study (genetic, neuroanatomical, neurofunctional, behavioral). “Localizing” models are therefore not promising. The large array of potential genetic risk factors suggests that multiple (or all) emerging functional brain networks are affected during early development. This is supported by widespread growth abnormalities throughout the brain. Interactions during development between affected functional networks and atypical experiential effects (associated with atypical behavior) in children with autism further complicate the neurological bases of the disorder, resulting in an “exponentially distributed” profile. Promising approaches to a better characterization of neural endophenotypes in autism are provided by techniques investigating white matter and connectivity, such as MR spectroscopy, diffusion‐tensor imaging (DTI), and functional connectivity MRI. According to a recent hypothesis, the autistic brain is generally characterized by “underconnectivity.” However, not all findings are consistent with this view. The concepts and methodology of functional connectivity need to be refined and results need to be corroborated by anatomical studies (such as DTI tractography) before definitive conclusions can be drawn. © 2007 Wiley‐Liss, Inc. MRDD Research

ISSN:1080-4013    

DOI:10.1002/mrdd.20141

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:2007

数据来源: WILEY