Relationship between speech, oromotor, language and cognitive abilities in children with Down's syndrome

Joanne Cleland, Sara Wood, William Hardcastle, Jennifer Wishart, Claire Timmins

Research output: Contribution to journalArticle

39 Citations (Scopus)
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Abstract

BACKGROUND: Children and young people with Down's syndrome present with deficits in expressive speech and language, accompanied by strengths in vocabulary comprehension compared with non-verbal mental age. Intelligibility is particularly low, but whether speech is delayed or disordered is a controversial topic. Most studies suggest a delay, but no studies explore the relationship between cognitive or language skills and intelligibility.
AIMS: This study sought to determine whether severity of speech disorder correlates with language and cognitive level and to classify the types of errors, developmental or non-developmental, that occur in the speech of children and adolescents with Down's syndrome.
METHODS & PROCEDURES: Fifteen children and adolescents with Down's syndrome (aged 9-18 years) were recruited. Participants completed a battery of standardized speech, language and cognitive assessments. The phonology assessment was subject to phonological and phonetic analyses. Results from each test were correlated to determine relationships.
OUTCOME & RESULTS: Individuals with Down's syndrome present with deficits in receptive and expressive language that are not wholly accounted for by their cognitive delay. Receptive vocabulary is a strength in comparison with expressive and receptive language skills, but it was unclear from the findings whether it is more advanced compared with non-verbal cognitive skills. The majority of speech errors were developmental in nature, but all of the children with Down's syndrome showed at least one atypical or non-developmental speech error.
CONCLUSIONS & IMPLICATIONS: Children with Down's syndrome present with speech disorders characterized by atypical, and often unusual, errors alongside many developmental errors. A lack of correlation between speech and cognition or language measures suggests that the speech disorder in Down's syndrome is not simply due to cognitive delay. Better differential diagnosis of speech disorders in Down's syndrome is required, allowing interventions to target the specific disorder in each individual.

Original languageEnglish
Pages (from-to)83-95
Number of pages13
JournalInternational Journal of Language and Communication Disorders
Volume45
Issue number1
DOIs
Publication statusPublished - Jan 2010

Fingerprint

Aptitude
Down Syndrome
cognitive ability
Language
Speech Disorders
speech disorder
language
Vocabulary
present
vocabulary
deficit
adolescent
Phonetics
Cognitive Ability
phonology
phonetics
Cognition
cognition
comprehension
Differential Diagnosis

Keywords

  • adolescent
  • child
  • child Language
  • cognition
  • cognition Disorders
  • Down syndrome
  • female
  • humans
  • language tests
  • male
  • motor activity
  • phonetics
  • psychological tests
  • speech
  • speech disorders

Cite this

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title = "Relationship between speech, oromotor, language and cognitive abilities in children with Down's syndrome",
abstract = "BACKGROUND: Children and young people with Down's syndrome present with deficits in expressive speech and language, accompanied by strengths in vocabulary comprehension compared with non-verbal mental age. Intelligibility is particularly low, but whether speech is delayed or disordered is a controversial topic. Most studies suggest a delay, but no studies explore the relationship between cognitive or language skills and intelligibility.AIMS: This study sought to determine whether severity of speech disorder correlates with language and cognitive level and to classify the types of errors, developmental or non-developmental, that occur in the speech of children and adolescents with Down's syndrome.METHODS & PROCEDURES: Fifteen children and adolescents with Down's syndrome (aged 9-18 years) were recruited. Participants completed a battery of standardized speech, language and cognitive assessments. The phonology assessment was subject to phonological and phonetic analyses. Results from each test were correlated to determine relationships.OUTCOME & RESULTS: Individuals with Down's syndrome present with deficits in receptive and expressive language that are not wholly accounted for by their cognitive delay. Receptive vocabulary is a strength in comparison with expressive and receptive language skills, but it was unclear from the findings whether it is more advanced compared with non-verbal cognitive skills. The majority of speech errors were developmental in nature, but all of the children with Down's syndrome showed at least one atypical or non-developmental speech error.CONCLUSIONS & IMPLICATIONS: Children with Down's syndrome present with speech disorders characterized by atypical, and often unusual, errors alongside many developmental errors. A lack of correlation between speech and cognition or language measures suggests that the speech disorder in Down's syndrome is not simply due to cognitive delay. Better differential diagnosis of speech disorders in Down's syndrome is required, allowing interventions to target the specific disorder in each individual.",
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author = "Joanne Cleland and Sara Wood and William Hardcastle and Jennifer Wishart and Claire Timmins",
note = "This is the peer reviewed version of the following article: Cleland, J., Wood, S., Hardcastle, W., Wishart, J. and Timmins, C., 2010, Relationship between speech, oromotor, language and cognitive abilities in children with Down's syndrome. International Journal of Language and Communication Disorders, 45, 83–95., which has been published in final form at 10.3109/13682820902745453 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.",
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Relationship between speech, oromotor, language and cognitive abilities in children with Down's syndrome. / Cleland, Joanne; Wood, Sara; Hardcastle, William; Wishart, Jennifer; Timmins, Claire.

In: International Journal of Language and Communication Disorders, Vol. 45, No. 1, 01.2010, p. 83-95.

Research output: Contribution to journalArticle

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T1 - Relationship between speech, oromotor, language and cognitive abilities in children with Down's syndrome

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AU - Hardcastle, William

AU - Wishart, Jennifer

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N1 - This is the peer reviewed version of the following article: Cleland, J., Wood, S., Hardcastle, W., Wishart, J. and Timmins, C., 2010, Relationship between speech, oromotor, language and cognitive abilities in children with Down's syndrome. International Journal of Language and Communication Disorders, 45, 83–95., which has been published in final form at 10.3109/13682820902745453 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

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N2 - BACKGROUND: Children and young people with Down's syndrome present with deficits in expressive speech and language, accompanied by strengths in vocabulary comprehension compared with non-verbal mental age. Intelligibility is particularly low, but whether speech is delayed or disordered is a controversial topic. Most studies suggest a delay, but no studies explore the relationship between cognitive or language skills and intelligibility.AIMS: This study sought to determine whether severity of speech disorder correlates with language and cognitive level and to classify the types of errors, developmental or non-developmental, that occur in the speech of children and adolescents with Down's syndrome.METHODS & PROCEDURES: Fifteen children and adolescents with Down's syndrome (aged 9-18 years) were recruited. Participants completed a battery of standardized speech, language and cognitive assessments. The phonology assessment was subject to phonological and phonetic analyses. Results from each test were correlated to determine relationships.OUTCOME & RESULTS: Individuals with Down's syndrome present with deficits in receptive and expressive language that are not wholly accounted for by their cognitive delay. Receptive vocabulary is a strength in comparison with expressive and receptive language skills, but it was unclear from the findings whether it is more advanced compared with non-verbal cognitive skills. The majority of speech errors were developmental in nature, but all of the children with Down's syndrome showed at least one atypical or non-developmental speech error.CONCLUSIONS & IMPLICATIONS: Children with Down's syndrome present with speech disorders characterized by atypical, and often unusual, errors alongside many developmental errors. A lack of correlation between speech and cognition or language measures suggests that the speech disorder in Down's syndrome is not simply due to cognitive delay. Better differential diagnosis of speech disorders in Down's syndrome is required, allowing interventions to target the specific disorder in each individual.

AB - BACKGROUND: Children and young people with Down's syndrome present with deficits in expressive speech and language, accompanied by strengths in vocabulary comprehension compared with non-verbal mental age. Intelligibility is particularly low, but whether speech is delayed or disordered is a controversial topic. Most studies suggest a delay, but no studies explore the relationship between cognitive or language skills and intelligibility.AIMS: This study sought to determine whether severity of speech disorder correlates with language and cognitive level and to classify the types of errors, developmental or non-developmental, that occur in the speech of children and adolescents with Down's syndrome.METHODS & PROCEDURES: Fifteen children and adolescents with Down's syndrome (aged 9-18 years) were recruited. Participants completed a battery of standardized speech, language and cognitive assessments. The phonology assessment was subject to phonological and phonetic analyses. Results from each test were correlated to determine relationships.OUTCOME & RESULTS: Individuals with Down's syndrome present with deficits in receptive and expressive language that are not wholly accounted for by their cognitive delay. Receptive vocabulary is a strength in comparison with expressive and receptive language skills, but it was unclear from the findings whether it is more advanced compared with non-verbal cognitive skills. The majority of speech errors were developmental in nature, but all of the children with Down's syndrome showed at least one atypical or non-developmental speech error.CONCLUSIONS & IMPLICATIONS: Children with Down's syndrome present with speech disorders characterized by atypical, and often unusual, errors alongside many developmental errors. A lack of correlation between speech and cognition or language measures suggests that the speech disorder in Down's syndrome is not simply due to cognitive delay. Better differential diagnosis of speech disorders in Down's syndrome is required, allowing interventions to target the specific disorder in each individual.

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