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Channell MM, Mattie LJ, Schworer EK, Fidler DJ, Esbensen AJ. Using the Social Skills Improvement System (SSiS) Rating Scales to assess social skills in youth with Down syndrome. Front Psychol 2023; 14:1105520. [PMID: 37082574 PMCID: PMC10110963 DOI: 10.3389/fpsyg.2023.1105520] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 03/02/2023] [Indexed: 04/07/2023] Open
Abstract
Introduction and MethodsThis study provides preliminary data on the Social Skills Improvement System (SSiS) Rating Scales Parent Form to measure social skills in a sample of 124 children and adolescents with Down syndrome (DS) ages 6–17 years.ResultsOverall, participants demonstrated relatively mild symptoms, with the sample’s average standard score falling within 1 standard deviation from the mean of the normative sample for the social skills (M = 92, SD = 15) and problem behaviors (M = 104, SD = 12) domains (normative sample M = 100, SD = 15 for both domains). However, a wide range of scores was observed across the sample for the composite and subscale scores. Differential patterns were also observed by subscale. For some subscales (i.e., Cooperation, Assertion, Responsibility, Engagement, Externalizing, Hyperactivity/Inattention, and Autism Spectrum), a disproportionate number of participants scored in the below average (i.e., lower levels of social skills) or above average (i.e., more symptomatic in problem behaviors or autism spectrum) range relative to the normative sample; for other subscales (i.e., Communication, Empathy, Self-Control, Bullying, and Internalizing), participants’ score distribution aligned more closely to that of the normative sample. SSiS composite scores correlated in the expected directions with standardized measures of autism characteristics, executive function, and expressive language.DiscussionThis study provides some of the first evidence validating the use of the SSiS in youth with DS, filling a gap in standardized measures of social functioning in this population.
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Affiliation(s)
- Marie Moore Channell
- Department of Speech and Hearing Science, University of Illinois Urbana-Champaign, Champaign, IL, United States
- *Correspondence: Marie Moore Channell,
| | - Laura J. Mattie
- Department of Speech and Hearing Science, University of Illinois Urbana-Champaign, Champaign, IL, United States
| | - Emily K. Schworer
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
- Waisman Center, University of Wisconsin-Madison, Madison, WI, United States
| | - Deborah J. Fidler
- Department of Human Development and Family Studies, Colorado State University, Fort Collins, CO, United States
| | - Anna J. Esbensen
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
- Univeristy of Cincinnati College of Medicine, Cincinnati, OH, United States
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Channell MM, Loveall SJ, Burke MM. Exploring Caregiver Perceptions of Post-High School Employment Experiences Among Young Adults With Down Syndrome. Intellect Dev Disabil 2023; 61:158-171. [PMID: 36996280 DOI: 10.1352/1934-9556-61.2.158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Accepted: 11/17/2022] [Indexed: 05/16/2023]
Abstract
This qualitative study explored employment experiences and perceived satisfaction of young adults with Down syndrome (DS) who recently exited high school, as reported by their caregivers (n = 101). We analyzed caregivers' open-ended responses about their young adults' type of employment (n = 52 were employed) and identified themes associated with reported satisfaction (for both employed and unemployed). Natural supports were key to caregiver satisfaction; few opportunities for paid, community-based employment and long waiting lists for formal services were related to caregiver dissatisfaction. Job fit (e.g., hours, responsibilities, location), socialization opportunities, and independence were related to caregiver and perceived young adult (dis)satisfaction. These findings highlight unmet service needs, including assistance with finding a job that is the right fit for the individual with DS.
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Affiliation(s)
| | | | - Meghan M Burke
- Meghan M. Burke, University of Illinois at Urbana-Champaign
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Mattie LJ, Loveall SJ, Channell MM, Rodgers DB. Perspectives on adaptive functioning and intellectual functioning measures for intellectual disabilities behavioral research. Front Psychol 2023; 14:1084576. [PMID: 36993885 PMCID: PMC10040585 DOI: 10.3389/fpsyg.2023.1084576] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2022] [Accepted: 02/14/2023] [Indexed: 03/14/2023] Open
Abstract
IntroductionIntellectual disability (ID) is a significant limitation in both intellectual ability and adaptive functioning, but many studies of participants with ID only include a measure of overall intellectual functioning when describing their samples. The purpose of this perspective article was to provide a starting point for future research regarding the utility of including measures of both intellectual and adaptive functioning in research focused on ID. In this article, we discuss the differences and similarities between the constructs of intellectual and adaptive functioning, how they are measured, and the benefits of using both measures to describe participant abilities. Data are presented to demonstrate that intellectual and adaptive functioning measures capture separate but related skills in a sample of individuals with ID (i.e., children with Down syndrome [DS]; the leading genetic cause of ID).MethodsThirty children with DS (7–31 months) were administered the Mullen Scales of Early Learning and their mothers were interviewed using the Vineland Adaptive Behavior Scales.ResultsAt the group level, Vineland and Mullen composite scores were relatively normally distributed and positively correlated. At the individual level, a concordance correlation coefficient indicated moderate agreement between Vineland and Mullen composite scores.DiscussionAlthough many children showed consistency between measures, others did not. Our discussion and findings, though preliminary, highlight that intellectual and adaptive functioning are separate but related skills and that there are benefits to including both measures when describing samples with ID. We discuss considerations for including adaptive functioning measures to enhance future research on individuals with ID.
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Affiliation(s)
- Laura J. Mattie
- Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign, Champaign, IL, United States
- *Correspondence: Laura J. Mattie,
| | - Susan J. Loveall
- Department of Special Education and Communication Disorders, University of Nebraska-Lincoln, Lincoln, NE, United States
| | - Marie Moore Channell
- Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign, Champaign, IL, United States
| | - Derek B. Rodgers
- Department of Teaching and Learning, University of Iowa, Iowa City, IA, United States
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Channell MM, Sandstrom LE, Harvey D. Mental State Language Development in Children With Down Syndrome Versus Typical Development. Am J Intellect Dev Disabil 2022; 127:495-510. [PMID: 36306411 DOI: 10.1352/1944-7558-127.6.495] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2021] [Accepted: 02/08/2022] [Indexed: 06/16/2023]
Abstract
This study compared mental state language (talk about emotions, thoughts, intentions, etc.) used by 6- to 11-year-old children with Down syndrome (DS) to a younger typically developing (TD) comparison group matched by nonverbal cognition. We aimed to determine (1) whether mental state language use is delayed in DS relative to developmental expectations, and (2) if there are differences between groups in the association between mental state language and developmental factors (emotion knowledge, expressive language). Rate of mental state language use was significantly lower in the group with DS, but the number of different mental state terms was not significantly different. Nuanced patterns of similarity and difference emerged between groups regarding the association between mental state language and other developmental factors.
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Affiliation(s)
- Marie Moore Channell
- Marie Moore Channell and Linnea E. Sandstrom, University of Illinois Urbana-Champaign
| | - Linnea E Sandstrom
- Marie Moore Channell and Linnea E. Sandstrom, University of Illinois Urbana-Champaign
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Loveall SJ, Channell MM, Mattie LJ, Barkhimer AE. Inclusion of Individuals With Neurodevelopmental Disorders in Norm-Referenced Language Assessments. Front Psychol 2022; 13:929433. [PMID: 36033059 PMCID: PMC9412819 DOI: 10.3389/fpsyg.2022.929433] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Accepted: 06/09/2022] [Indexed: 11/13/2022] Open
Abstract
Standardized, norm-referenced language assessment tools are used for a variety of purposes, including in education, clinical practice, and research. Unfortunately, norm-referenced language assessment tools can demonstrate floor effects (i.e., a large percentage of individuals scoring at or near the lowest limit of the assessment tool) when used with some groups with neurodevelopmental disorders (NDDs), such as individuals with intellectual disability and neurogenetic syndromes. Without variability at the lower end of these assessment tools, professionals cannot accurately measure language strengths and difficulties within or across individuals. This lack of variability may be tied to poor representation of individuals with NDDs in normative samples. Therefore, the purpose of this study was to identify and examine common standardized, norm-referenced language assessment tools to report the representation of individuals with NDDs in normative samples and the range of standard/index scores provided. A systematic search identified 57 assessment tools that met inclusion criteria. Coding of the assessment manuals identified that most assessment tools included a “disability” or “exceptionality” group in their normative sample. However, the total number of individuals in these groups and the number of individuals with specific NDDs was small. Further, the characteristics of these groups (e.g., demographic information; disability type) were often poorly defined. The floor standard/index scores of most assessment tools were in the 40s or 50s. Only four assessment tools provided a standard score lower than 40. Findings of this study can assist clinicians, educators, and researchers in their selections of norm-referenced assessment tools when working with individuals with NDDs.
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Affiliation(s)
- Susan J. Loveall
- Department of Special Education and Communication Disorders, University of Nebraska–Lincoln, Lincoln, NE, United States
- *Correspondence: Susan J. Loveall,
| | - Marie Moore Channell
- Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign, Champaign, IL, United States
| | - Laura J. Mattie
- Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign, Champaign, IL, United States
| | - Alexandria E. Barkhimer
- Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign, Champaign, IL, United States
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Loveall SJ, Channell MM, Burke MM, Rodgers DB. Post-High School Transition Outcomes for Young Adults With Down Syndrome. Am J Intellect Dev Disabil 2022; 127:135-148. [PMID: 35180778 DOI: 10.1352/1944-7558-127.2.135] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2020] [Accepted: 06/01/2021] [Indexed: 06/14/2023]
Abstract
There is limited available research on the post-high school outcomes of young adults with Down syndrome (DS). The purpose of this study, therefore, was to characterize employment, community-based living, and community engagement outcomes and their correlates among young adults with DS who recently transitioned out of high school. Caregivers (n = 100) of young adults with DS who exited high school within the past 5 years completed an online survey. Approximately half of the individuals with DS were working in some capacity; almost all were living with caregivers. Individuals with DS were engaging in a variety of community activities each week. Adaptive functioning was related to both employment and community engagement. Parent involvement in transition planning was also related to community engagement.
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Affiliation(s)
| | - Marie Moore Channell
- Marie Moore Channell and Meghan M. Burke, University of Illinois at Urbana-Champaign
| | - Meghan M Burke
- Marie Moore Channell and Meghan M. Burke, University of Illinois at Urbana-Champaign
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Channell MM, Bosley R. Mental State Language Use in Children with Down Syndrome and the Role of Caregivers. Semin Speech Lang 2021; 42:318-329. [PMID: 34311483 DOI: 10.1055/s-0041-1730990] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Children with Down syndrome (DS) have both strengths and difficulties in speech, language, and social communication. Mental state language-the ability to discuss others' perspectives such as their thoughts, feelings, and intentions-represents a foundational social communicative skill that is delayed in many children with DS, even into the school-age years. The purpose of this article is to review the evidence base on mental state language development in school-age children with DS, focusing in particular on assessment and intervention. We discuss assessment procedures that are both age appropriate and developmentally appropriate for this population. We also present preliminary data highlighting the role of caregivers in supporting mental state language development in school-age children with DS through shared storytelling. We propose that interventions aimed at supporting mental state language development in DS should include a focus on caregiver-child shared storybook reading, even in the school-age years. Therefore, we discuss key considerations for clinicians when teaching caregivers strategies for supporting mental state language and social communication in children with DS.
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Affiliation(s)
- Marie Moore Channell
- Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign, Champaign, Illinois
| | - Rebekah Bosley
- Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign, Champaign, Illinois
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Channell MM, Mattie LJ, Hamilton DR, Capone GT, Mahone EM, Sherman SL, Rosser TC, Reeves RH, Kalb LG. Capturing cognitive and behavioral variability among individuals with Down syndrome: a latent profile analysis. J Neurodev Disord 2021; 13:16. [PMID: 33874886 PMCID: PMC8056665 DOI: 10.1186/s11689-021-09365-2] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/16/2020] [Accepted: 04/03/2021] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND There is a high degree of inter- and intra-individual variability observed within the phenotype of Down syndrome. The Down Syndrome Cognition Project was formed to capture this variability by developing a large nationwide database of cognitive, behavioral, health, and genetic information on individuals with Down syndrome, ages 6-25 years. The current study used the Down Syndrome Cognition Project database to characterize cognitive and behavioral variability among individuals with Down syndrome. METHODS Latent profile analysis was used to identify classes across a sample of 314 participants based on their cognition (IQ and executive functioning), adaptive and maladaptive behavior, and autism spectrum disorder symptomatology. A multivariate multinomial regression model simultaneously examined demographic correlates of class. RESULTS Results supported a 3-class model. Each class demonstrated a unique profile across the subdomains of cognition and behavior. The "normative" class was the largest (n = 153, 48%) and displayed a relatively consistent profile of cognition and adaptive behavior, with low rates of maladaptive behavior and autism symptomatology. The "cognitive" class (n = 109, 35%) displayed low cognitive scores and adaptive behavior and more autism symptomatology, but with low rates of maladaptive behavior. The "behavioral" class, the smallest group (n = 52, 17%), demonstrated higher rates of maladaptive behavior and autism symptomatology, but with cognition levels similar to the "normative" class; their adaptive behavior scores fell in between the other two classes. Household income and sex were the only demographic variables to differ among classes. CONCLUSIONS These findings highlight the importance of subtyping the cognitive and behavioral phenotype among individuals with Down syndrome to identify more homogeneous classes for future intervention and etiologic studies. Results also demonstrate the feasibility of using latent profile analysis to distinguish subtypes in this population. Limitations and future directions are discussed.
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Affiliation(s)
- Marie Moore Channell
- University of Illinois at Urbana-Champaign, 901 S. Sixth St, Champaign, IL, 61820, USA.
| | - Laura J Mattie
- University of Illinois at Urbana-Champaign, 901 S. Sixth St, Champaign, IL, 61820, USA
| | | | - George T Capone
- Kennedy Krieger Institute, 801 N Broadway, Baltimore, MD, 21205, USA
| | - E Mark Mahone
- Kennedy Krieger Institute, 1750 E. Fairmount Ave, Baltimore, MD, 21231, USA
| | | | | | - Roger H Reeves
- Johns Hopkins School of Medicine, 725 N Washington St, Baltimore, MD, 21205, USA
| | - Luther G Kalb
- Kennedy Krieger Institute, Johns Hopkins School of Public Health, 3901 Greenspring Avenue, Baltimore, MD, 21211, USA
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Channell MM. Cross-Sectional Trajectories of Mental State Language Development in Children With Down Syndrome. Am J Speech Lang Pathol 2020; 29:760-775. [PMID: 32293911 PMCID: PMC7842864 DOI: 10.1044/2020_ajslp-19-00035] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2019] [Revised: 11/14/2019] [Accepted: 01/06/2020] [Indexed: 06/11/2023]
Abstract
Purpose This article (a) examined the cross-sectional trajectories of mental state language use in children with Down syndrome (DS) and (b) identified developmental factors associated with its use. Method Forty children with DS aged 6-11 years generated stories from a wordless picture book and completed an assessment battery of other linguistic, cognitive, and social-emotional skills. Their narratives were coded for mental state language density (the proportion of utterances containing mental state references) and diversity (the number of different mental state terms used). Results The emergence of mental state language use during narrative storytelling was observed across the sample; 0%-24% of children's utterances included references to mental states, and a variety of mental state terms were produced. Cross-sectional developmental trajectory analysis revealed that expressive vocabulary and morphosyntax were significantly related to increased mental state language density and diversity. Nonverbal emotion knowledge was significantly related to greater diversity of mental state terms used. Age and nonverbal cognition were not significant factors. Conclusions This first in-depth, within-syndrome characterization of mental state language use by school-age children with DS provides an important next step for understanding mental state and narrative development in this population. By identifying skills associated with the development of mental state language, this study provides an avenue for future longitudinal research to determine causal relationships, ultimately informing intervention efforts.
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Affiliation(s)
- Marie Moore Channell
- Department of Speech & Hearing Science, University of Illinois at Urbana-Champaign
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Channell MM. The Social Responsiveness Scale (SRS-2) in school-age children with Down syndrome at low risk for autism spectrum disorder. Autism Dev Lang Impair 2020; 5:2396941520962406. [PMID: 34179506 PMCID: PMC8232392 DOI: 10.1177/2396941520962406] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
BACKGROUND AND AIMS Little is known about how autism spectrum disorder (ASD) symptoms present in individuals with Down syndrome (DS). Some behaviors may be symptomatic of comorbid ASD or more broadly representative of the DS phenotype. A prior research study documented elevated ASD-like symptoms in adolescents and young adults with DS without comorbid ASD, using a common ASD risk screening tool-the Social Responsiveness Scale (SRS). The current study applied a similar approach to younger children with DS using the SRS-2. The primary aim was to document patterns of ASD-like symptoms in children with DS at low risk of comorbid ASD to distinguish the symptoms that may be present across DS in general. METHODS SRS-2 standard scores were analyzed in a sample of 40 children with DS, 6-11 years old, who were considered to be at low risk for ASD based on the Social Communication Questionnaire (SCQ) screener. Other developmental characteristics (i.e., age, nonverbal IQ, expressive language), social skills, and problem behaviors were also examined across the sample. RESULTS SRS-2 scores were significantly elevated in this sample compared to the normative population sample. A pattern of ASD-like symptomatology was observed across SRS-2 subdomains. These findings were similar to the findings of the prior study. However, nuanced differences were observed across the two samples that may represent developmental differences across different ages in this population. CONCLUSIONS Replicating and extending a prior study's findings, certain ASD-like behaviors may occur in individuals with DS who are at low risk for comorbid ASD. IMPLICATIONS Understanding the pattern of ASD-like behaviors that occur in children with DS who are at low risk for comorbid ASD will help clinicians in screening and identification efforts. In particular, it will lead to better specification of the behaviors or symptoms that are not characteristic of the DS phenotype and thus are red flags for comorbid ASD in this population.
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Affiliation(s)
- Marie Moore Channell
- Marie Moore Channell, Department of Speech
and Hearing Science, University of Illinois at Urbana-Champaign, 901 S. Sixth
Street, Champaign, IL 61820, USA.
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Loveall SJ, Channell MM, Abbeduto L, Conners FA. Verb production by individuals with Down syndrome during narration. Res Dev Disabil 2019; 85:82-91. [PMID: 30500721 PMCID: PMC6326887 DOI: 10.1016/j.ridd.2018.11.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2018] [Revised: 08/13/2018] [Accepted: 11/12/2018] [Indexed: 06/04/2023]
Abstract
BACKGROUND Despite research identifying verb knowledge as a strong predictor of later syntactic skills in typical development, virtually no research has examined verb development in Down syndrome. AIMS The purpose of this study was to examine verb production (density, diversity, and type-token ratios) by individuals with Down syndrome in the context of story generation relative to two comparison groups - nonverbal cognitive ability level matches with typical development and chronological age matches with mixed-etiology intellectual disability. METHODS AND PROCEDURES Thirty-five participants with Down syndrome (11-21 years), 27 participants with intellectual disability (13-20 years), and 29 participants with typical development (4-6 years) completed a narrative story generation task. Transcripts were coded and analyzed for verb production. OUTCOMES AND RESULTS Examining overall verb production, participants with Down syndrome produced narratives with less verb density than participants with typical development and had smaller verb type-token ratios than participants with intellectual disability. Upon examining lexical verb production, participants with Down syndrome produced narratives with less lexical verb density than participants with typical development. CONCLUSIONS AND IMPLICATIONS The results indicate that individuals with Down syndrome have a developmentally appropriate diversity of verbs in their lexicon but are not using verbs as frequently as comparison groups.
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Affiliation(s)
- Susan J Loveall
- University of Mississippi, United States; University of Alabama, United States.
| | - Marie Moore Channell
- University of Illinois at Urbana-Champaign, United States; University of Alabama, United States
| | - Leonard Abbeduto
- MIND Institute and Department of Psychiatry and Behavioral Sciences, University of California, Davis, United States
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Rosser TC, Edgin JO, Capone GT, Hamilton DR, Allen EG, Dooley KJ, Anand P, Strang JF, Armour AC, Frank-Crawford MA, Channell MM, Pierpont EI, Feingold E, Maslen CL, Reeves RH, Sherman SL. Associations Between Medical History, Cognition, and Behavior in Youth With Down Syndrome: A Report From the Down Syndrome Cognition Project. Am J Intellect Dev Disabil 2018; 123:514-528. [PMID: 30421968 PMCID: PMC7100339 DOI: 10.1352/1944-7558-123.6.514] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
The cause of the high degree of variability in cognition and behavior among individuals with Down syndrome (DS) is unknown. We hypothesized that birth defects requiring surgery in the first years of life (congenital heart defects and gastrointestinal defects) might affect an individual's level of function. We used data from the first 234 individuals, age 6-25 years, enrolled in the Down Syndrome Cognition Project (DSCP) to test this hypothesis. Data were drawn from medical records, parent interviews, and a cognitive and behavior assessment battery. Results did not support our hypothesis. That is, we found no evidence that either birth defect was associated with poorer outcomes, adjusting for gender, race/ethnicity, and socioeconomic status. Implications for study design and measurement are discussed.
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Affiliation(s)
- Tracie C Rosser
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - Jamie O Edgin
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - George T Capone
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - Debra R Hamilton
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - Emily G Allen
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - Kenneth J Dooley
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - Payal Anand
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - John F Strang
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - A Chelsea Armour
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - Michelle A Frank-Crawford
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - Marie Moore Channell
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - Elizabeth I Pierpont
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - Eleanor Feingold
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - Cheryl L Maslen
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - Roger H Reeves
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
| | - Stephanie L Sherman
- Tracie C. Rosser, Emory University; Jamie O. Edgin, University of Arizona; George T. Capone, Kennedy Krieger Institute; Debra R. Hamilton, Emory University; Emily G. Allen, Emory University; Kenneth J. Dooley, Emory University; Payal Anand, University of Arizona; John F. Strang, Children's National Medical Center; A. Chelsea Armour, Children's National Medical Center; Michelle A. Frank-Crawford, Kennedy Krieger Institute; Marie Moore Channell, MIND Institute; Elizabeth I. Pierpont, University of Wisconsin; Eleanor Feingold, University of Pittsburgh; Cheryl L. Maslen, Oregon Health & Science University; Roger H. Reeves, Johns Hopkins University; and Stephanie L. Sherman, Emory University
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Channell MM, Loveall SJ, Conners FA, Harvey DJ, Abbeduto L. Narrative Language Sampling in Typical Development: Implications for Clinical Trials. Am J Speech Lang Pathol 2018; 27:123-135. [PMID: 29222570 PMCID: PMC6105083 DOI: 10.1044/2017_ajslp-17-0046] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2017] [Revised: 06/29/2017] [Accepted: 09/05/2017] [Indexed: 05/20/2023]
Abstract
PURPOSE This study examined cross-sectional age-related trajectories of expressive language variables (syntactic complexity, lexical diversity, unintelligibility, dysfluency, and talkativeness) derived from a narrative language sampling procedure. METHOD Narrative samples were analyzed from 103 typically developing individuals, ages 4-21 years. RESULTS Results showed that this procedure was effective for the entire age range, with participants producing an utterance on virtually every page of the wordless picture books used to prompt the narrative. Importantly, the cross-sectional trajectories for syntactic complexity and lexical diversity showed age-related increases through the age of 18 years, although measures of other dimensions of language showed different relationships with age. CONCLUSIONS These data inform developmental work and document the extent to which the narrative procedure can be used to characterize expressive language over a wide age range. This procedure has been proposed as an outcome measure for clinical trials and interventions involving individuals with intellectual and developmental disabilities. The present data document the developmental levels for which the procedure and metrics derived are appropriate.
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Ashby SA, Channell MM, Abbeduto L. Inferential language use by youth with Down syndrome during narration. Res Dev Disabil 2017; 71:98-108. [PMID: 29032290 PMCID: PMC5675781 DOI: 10.1016/j.ridd.2017.10.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2017] [Revised: 08/22/2017] [Accepted: 10/03/2017] [Indexed: 05/23/2023]
Abstract
We examined inferential language use by youth with Down syndrome (DS) in the context of narrative storytelling relative to younger typically developing (TD) children and same-aged peers with fragile X syndrome (FXS) matched on nonverbal cognitive ability level. Participants' narratives were coded for the use of different types of inferential language. Participants with DS used proportionately less inferential language overall relative to their counterparts with TD or FXS, although mean length of utterance accounted for group differences observed for the DS-TD group comparison only. Patterns of inferential language use varied across inferential subtypes and across participant groups, with mean length of utterance playing a significant role in group differences. These findings suggest potential syndrome specificity to the DS phenotype regarding impairments in inferential language use that can be partially explained by level of expressive syntactic ability and should be considered in future research. Clinical interventions within the DS population, therefore, should target to some extent the use of inferential language and complex sentence structure.
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Affiliation(s)
- Shealyn A Ashby
- Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign, 901 S. Sixth Street, Champaign, IL, 61820, USA.
| | - Marie Moore Channell
- Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign, 901 S. Sixth Street, Champaign, IL, 61820, USA.
| | - Leonard Abbeduto
- MIND Institute, University of California, Davis, 2825 50th Street, Sacramento, CA, 95817, USA.
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Loveall SJ, Channell MM, Phillips BA, Abbeduto L, Conners FA. Receptive vocabulary analysis in Down syndrome. Res Dev Disabil 2016; 55:161-72. [PMID: 27084992 PMCID: PMC4961568 DOI: 10.1016/j.ridd.2016.03.018] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2015] [Revised: 03/06/2016] [Accepted: 03/30/2016] [Indexed: 05/27/2023]
Abstract
The present study is an in-depth examination of receptive vocabulary in individuals with Down syndrome (DS) in comparison to control groups of individuals of similar nonverbal ability with typical development (TD) and non-specific etiology intellectual disability (ID). Verb knowledge was of particular interest, as it is known to be a predictor of later syntactic development. Fifty participants with DS, aged 10-21 years, 29 participants with ID, 10-21 years, and 29 participants with TD, 4-9 years, completed measures of receptive vocabulary (PPVT-4), nonverbal ability (Leiter-R), and phonological memory (Nonword Repetition subtest of the CTOPP). Groups were compared on percentage correct of noun, verb and attribute items on the PPVT-4. Results revealed that on verb items, the participants with ID performed significantly better than both participants with DS and TD, even when overall receptive vocabulary ability and phonological memory were held constant. Groups with DS and TD showed the same pattern of lexical knowledge, performing better on nouns than both verbs and attributes. In contrast, the group with ID performed similarly on nouns and verbs, but worse on attributes.
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Affiliation(s)
- Susan J Loveall
- University of Mississippi, United States; University of Alabama, United States.
| | - Marie Moore Channell
- University of Illinois at Urbana-Champaign, United States; University of Alabama, United States
| | - B Allyson Phillips
- Ouachita Baptist University, United States; University of Alabama, United States
| | - Leonard Abbeduto
- MIND Institute and Department of Psychiatry and Behavioral Sciences, University of California, Davis, United States
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Channell MM, McDuffie AS, Bullard LM, Abbeduto L. Narrative language competence in children and adolescents with Down syndrome. Front Behav Neurosci 2015; 9:283. [PMID: 26578913 PMCID: PMC4626566 DOI: 10.3389/fnbeh.2015.00283] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2015] [Accepted: 10/08/2015] [Indexed: 01/15/2023] Open
Abstract
This study was designed to examine the narrative language abilities of children and adolescents with Down syndrome (DS) in comparison to same-age peers with fragile X syndrome (FXS) and younger typically developing (TD) children matched by nonverbal cognitive ability levels. Participants produced narrative retells from a wordless picture book. Narratives were analyzed at the macrostructural (i.e., their internal episodic structure) and the microstructural (i.e., rate of use of specific word categories) levels. Mean length of utterance (MLU), a microstructural metric of syntactic complexity, was used as a control variable. Participants with DS produced fewer episodic elements in their narratives (i.e., their narratives were less fully realized) than the TD participants, although MLU differences accounted for the macrostructural differences between participant groups. At the microstructural level, participants with DS displayed a lower rate of verb use than the groups with FXS and typical development, even after accounting for MLU. These findings reflect both similarities and differences between individuals with DS or FXS and contribute to our understanding of the language phenotype of DS. Implications for interventions to promote language development and academic achievement are discussed.
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Affiliation(s)
- Marie Moore Channell
- MIND Institute, University of California, Davis Davis, CA, USA ; Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign Champaign, IL, USA
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Channell MM, Phillips BA, Loveall SJ, Conners FA, Bussanich PM, Klinger LG. Patterns of autism spectrum symptomatology in individuals with Down syndrome without comorbid autism spectrum disorder. J Neurodev Disord 2015; 7:5. [PMID: 25657824 PMCID: PMC4318440 DOI: 10.1186/1866-1955-7-5] [Citation(s) in RCA: 53] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/07/2014] [Accepted: 12/26/2014] [Indexed: 12/16/2022] Open
Abstract
BACKGROUND Prevalence estimates of autism spectrum disorder (ASD) in Down syndrome (DS) are highly varied. This variation is partly due to the difficulty of screening for and diagnosing comorbid ASD in individuals with a syndrome that carries its own set of social communicative and behavioral difficulties that are not well documented. The aim of this study was to identify the typical range of social communicative impairments observed in children, adolescents, and young adults with DS who do not have comorbid ASD. METHODS We examined patterns of scores from the five subscales of the Social Responsiveness Scale (SRS) in 46 individuals with DS (ages 10-21 years) without comorbid ASD relative to the published normative sample. We also explored the correlations between SRS symptomatology and age, nonverbal cognition, and receptive language. RESULTS SRS scores were elevated (i.e., more ASD symptoms endorsed), with mean scores falling into the clinically significant range. Analysis by subscale revealed a specific pattern, with Autistic Mannerisms and Social Cognition scores significantly more elevated than Social Communication scores, which were significantly more elevated than Social Awareness and Social Motivation scores. Correlations between SRS scores and the other measures varied by subscale. CONCLUSIONS General elevated ASD symptomatology on the SRS indicates the need for developing population-based norms specific to DS. The pattern of scores across subscales should inform clinicians of the typical range of behaviors observed in DS so that individuals with atypical patterns of behavior can be more easily identified and considered for a full ASD evaluation.
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Affiliation(s)
- Marie Moore Channell
- />University of Alabama, Box 870348, Tuscaloosa, AL 35487 USA
- />MIND Institute, University of California, Davis, 2825 50th St, Sacramento, CA 95817 USA
| | - B Allyson Phillips
- />University of Alabama, Box 870348, Tuscaloosa, AL 35487 USA
- />Ouachita Baptist University, 410 Ouachita St, OBU Box 3734, Arkadelphia, AR 71998 USA
| | - Susan J Loveall
- />University of Alabama, Box 870348, Tuscaloosa, AL 35487 USA
- />Life Span Institute, University of Kansas, 1000 Sunnyside Ave, Lawrence, KS 66045 USA
| | | | - Paige M Bussanich
- />Waisman Center, University of Wisconsin-Madison, 1500 Highland Ave, Madison, WI 53705 USA
| | - Laura Grofer Klinger
- />TEACCH Autism Program; Department of Psychiatry, University of North Carolina at Chapel Hill, CB# 7180, Chapel Hill, NC 27599 USA
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Channell MM, Thurman AJ, Kover ST, Abbeduto L. Patterns of change in nonverbal cognition in adolescents with Down syndrome. Res Dev Disabil 2014; 35:2933-41. [PMID: 25112795 PMCID: PMC4155014 DOI: 10.1016/j.ridd.2014.07.014] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2014] [Revised: 07/02/2014] [Accepted: 07/07/2014] [Indexed: 05/20/2023]
Abstract
This study was designed to examine longitudinal change in nonverbal cognitive abilities across adolescence for 20 males with Down syndrome (DS). We used hierarchical linear modeling to examine the rate of change in performance on the subtests of the Leiter-R Brief IQ across four annual time points and to determine the relation between maternal IQ and level and rate of change in performance. Results indicated no significant change in IQ (standard scores) with age in the sample, suggesting IQ stability during adolescence for individuals with DS, although several participants performed at floor level on the standard scores for the Leiter-R, limiting interpretation. Growth scores, however, provide a metric of absolute ability level, allow for the examination of change in Leiter-R performance in all participants, and minimize floor effects. Results from the analysis of growth scores indicated significant gain in absolute nonverbal cognitive ability levels (growth score values) over time for the adolescents with DS, although the growth varied by subdomain. Maternal IQ did not explain variability in cognitive performance or change in that performance over time in our sample of adolescents with DS.
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Channell MM, Conners FA, Barth JM. Emotion knowledge in children and adolescents with Down syndrome: a new methodological approach. Am J Intellect Dev Disabil 2014; 119:405-21. [PMID: 25148055 DOI: 10.1352/1944-7558-119.5.405] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
Emotion knowledge was examined in 19 youth with Down syndrome (DS) and compared to typically developing (TD) children of similar developmental levels. This project expanded upon prior research on emotion knowledge in DS by utilizing a measure that minimized the need for linguistic skills, presented emotion expressions dynamically, and included social context cues. In Study 1, participants with DS were as accurate as TD participants when judging emotions from static or dynamic expression stimuli and from facial or contextual cues. In Study 2, participants with DS and TD participants showed similar cross-sectional developmental trajectories of emotion knowledge across mental age. This project highlights the importance of measure selection when examining emotion knowledge in samples with intellectual and developmental disabilities.
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Phillips BA, Loveall SJ, Channell MM, Conners FA. Matching variables for research involving youth with Down syndrome: Leiter-R versus PPVT-4. Res Dev Disabil 2014; 35:429-38. [PMID: 24361811 PMCID: PMC3946670 DOI: 10.1016/j.ridd.2013.11.016] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2013] [Revised: 11/07/2013] [Accepted: 11/13/2013] [Indexed: 05/12/2023]
Abstract
Much of what is known about the cognitive profile of Down syndrome (DS) is based on using either receptive vocabulary (e.g., PPTV-4) or nonverbal ability (e.g., Leiter-R) as a baseline to represent cognitive developmental level. In the present study, we examined the relation between these two measures in youth with DS, with non-DS intellectual disability (ID), and with typical development (TD). We also examined the degree to which these two measures produce similar results when used as a group matching variable. In a cross-sectional developmental trajectory analysis, we found that the relation between PPVT-4 and Leiter-R was largely similar across groups. However, when contrasting PPVT-4 and Leiter-R as alternate matching variables, the pattern of results was not always the same. When matched on Leiter-R or PPVT-4, the group with DS performed below that of the groups with ID and TD on receptive grammar and below the group with TD on category learning. When matched on the PPVT-4, the group with ID performed below that of the group with TD on receptive grammar and category learning, but these differences between the groups with ID and TD were not found when matched on the Leiter-R. The results of the study suggest that the PPVT-4 and Leiter-R are interchangeable at least for some outcome measures for comparing youth with DS and TD, but they may produce different results when comparing youth with ID and TD.
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Affiliation(s)
- B Allyson Phillips
- Department of Psychology, University of Alabama, Box 870348, Tuscaloosa, AL 35487-0348, United States.
| | - Susan J Loveall
- Department of Psychology, University of Alabama, Box 870348, Tuscaloosa, AL 35487-0348, United States; Life Span Institute, University of Kansas, 1000 Sunnyside Ave., Lawrence, KS 66045, United States
| | - Marie Moore Channell
- Department of Psychology, University of Alabama, Box 870348, Tuscaloosa, AL 35487-0348, United States; MIND Institute, University of California, Davis, 2825 50(th) St., Sacramento, CA 95817, United States
| | - Frances A Conners
- Department of Psychology, University of Alabama, Box 870348, Tuscaloosa, AL 35487-0348, United States
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Channell MM, Barth JM. Individual differences in preschoolers' emotion content memory: the role of emotion knowledge. J Exp Child Psychol 2013; 115:552-61. [PMID: 23558117 DOI: 10.1016/j.jecp.2013.01.012] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2012] [Revised: 01/29/2013] [Accepted: 01/30/2013] [Indexed: 11/26/2022]
Abstract
This study examined the relation between preschool children's emotion knowledge and their ability to recall emotionally salient information. In total, 42 participants (ages 35-65months) viewed a brief video in which a child played with different toys and expressed one of four basic emotions (happy, sad, angry, or afraid) or a neutral expression in each of 10 vignettes. Children were tested on memory accuracy from the vignettes, and their emotion knowledge was also measured. Results indicated that preschoolers' emotion knowledge was significantly related to memory accuracy for emotion information above and beyond the effect of age or receptive language skills. Tests of a mediation model revealed that emotion knowledge fully mediated the effect of age (or general developmental level) on memory accuracy.
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Channell MM, Loveall SJ, Conners FA. Strengths and weaknesses in reading skills of youth with intellectual disabilities. Res Dev Disabil 2013; 34:776-87. [PMID: 23220054 PMCID: PMC4776650 DOI: 10.1016/j.ridd.2012.10.010] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2012] [Revised: 10/20/2012] [Accepted: 10/24/2012] [Indexed: 05/23/2023]
Abstract
Reading-related skills of youth with intellectual disability (ID) were compared with those of typically developing (TD) children of similar verbal ability level. The group with ID scored lower than the TD group on word recognition and phonological decoding, but similarly on orthographic processing and rapid automatized naming (RAN). Further, phonological decoding significantly mediated the relation between group membership and word recognition, whereas neither orthographic processing nor RAN did so. The group with ID also underperformed the TD group on phonological awareness and phonological memory, both of which significantly mediated the relation between group membership and phonological decoding. These data suggest that poor word recognition in youth with ID may be due largely to poor phonological decoding, which in turn may be due largely to poor phonological awareness and poor phonological memory. More focus on phonological skills in the classroom may help students with ID to develop better word recognition skills.
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Affiliation(s)
| | | | - Frances A. Conners
- Corresponding author at: Box 870348, University of Alabama, Tuscaloosa, AL 35487-0348, United States. Tel.: +1 205 348 7913; fax: +1 205 348 8648
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Migliori ME, Beckman H, Channell MM. Intraocular pressure changes after neodymium-YAG laser capsulotomy in eyes pretreated with timolol. Arch Ophthalmol 1987; 105:473-5. [PMID: 3566598 DOI: 10.1001/archopht.1987.01060040043028] [Citation(s) in RCA: 30] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
Sixty eyes undergoing Q-switched neodymium-YAG laser posterior capsulotomy were randomly assigned to pretreatment with either 0.5% timolol maleate or placebo. Half of the eyes in each group underwent capsulotomies performed with six 2-mJ bursts of energy, and the remaining eyes underwent capsulotomies performed with three 4-mJ bursts of energy. There was no significant difference in pressure responses between eyes treated with 2 or 4 mJ. The mean rise in intraocular pressure was significantly less in the timolol-pretreated group one hour after capsulotomy. After four hours, the difference between groups was not significant. Pretreating with timolol did not prevent late pressure rises. Nonpseudophakic eyes were more likely to sustain pressure increases greater than 10 mm than were pseudophakic eyes.
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Abstract
Thirty-seven Q-switched neodymium-YAG laser posterior capsulotomies were performed on 33 aphakic or pseudophakic eyes. The average intraocular pressure increase during the first 24 hours after treatment was 12.0 +/- 6.9 mm Hg from a baseline value of 17.7 mm Hg in the treated eye v +0.7 +/- 3.5 mm Hg in the untreated eye. Seven eyes had larger capsulotomies performed, averaging 250.7 millijoules (mJ) of energy per treatment. Thirty eyes had smaller posterior capsulotomies performed, averaging 48.3 mJ per treatment. Average IOP increases within the first day were 16.1 and 12 mm Hg, respectively. All eyes in which IOP increased more than 5 mm Hg showed the increase within the first 48 hours. In some eyes, IOP remained elevated more than 10 mm Hg above preoperative levels for several weeks. Higher pressures were associated with larger capsulotomies and increased energy. Minimizing debris and shock waves are recommended as well as thorough postoperative pressure monitoring.
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