International Review of Research in Mental Retardation: Language and Communication in Mental Retardation
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Table of contents
- Contentsv
- Contributorsix
- Forewordxi
- Prefacexiii
- Chapter 1. Language and Communication in Individuals with Down Syndrome1
- I. Introduction1
- II. The Child Talk Model and Language Learning1
- III. The Behavioral Phenotype of Down Syndrome5
- IV. Individual Differences in Syntax Development of Individuals with Down Syndrome9
- V. Effects of Visual Support on Narratives12
- VI. Fast Mapping of Novel Words14
- VII. The Role of Working Memory in Fast Mapping of Vocabulary17
- VIII. Fast Mapping in Event Contexts18
- IX. Fast Mapping Novel Words of Varying Phonological Complexity and Utterance Position20
- X. Fast Mapping of Nouns vs Verbs24
- XI. Fast Mapping Action Verbs in the Context of Same or Differing Objects26
- XII. Summary of Fast-Mapping Findings27
- XIII. Research Implications: Choosing Comparison Groups27
- XIV. Clinical Implications29
- References30
- Chapter 2. Language Abilities of Individuals with Williams Syndrome35
- I. Introduction35
- II. Performance on Standardized Assessments36
- III. Early Language Acquisition42
- IV. Semantic Abilities of School-Age Children and Adults55
- V. Grammatical Ability and its Relation to Cognitive Abilities63
- VI. Summary and Conclusion72
- References76
- Chapter 3. Language and Communication in Fragile X Syndrome83
- I. Introduction83
- II. Research on the Language Characteristics Associated with Fragile X Syndrome84
- III. New Directions in Research on Fragile X Syndrome104
- IV. Conclusion111
- References113
- Chapter 4. On Becoming Socially Competent Communicators: The Challenge for Children with Fetal Alcoh121
- I. Introduction121
- II. Incidence, Identification and Inclusion123
- III. Behavioral Phenotype126
- IV. Cognition127
- V. Social Interaction130
- VI. Language and Social Communication133
- VII. A Framework for Examining Communicative Behavior in Social Interactions136
- VIII. Conclusion146
- References146
- Chapter 5. Memory, Language Comprehension, and Mental Retardation151
- I. Introduction151
- II. Working Memory154
- III. Semantic Memory166
- IV. Tacit Memory176
- V. Conclusion180
- References183
- Chapter 6. Reading Skills and Cognitive Abilities of Individuals with Mental Retardation191
- I. Introduction191
- II. Typical Reading Development192
- III. Reading Achievement and Mental Retardation: The Emerging Lag198
- IV. Specific Reading Skills and Mental Retardation201
- V. Individual Differences in Reading among Individuals with Mental Retardation211
- VI. Conclusion219
- References223
- Chapter 7. Language Interventions for Children with Mental Retardation231
- I. Introduction231
- II. Interventions for Children with Mental Retardation Associated with Various Diagnoses233
- III. The Role of Children’s Level of Development in Implementing Communication Interventions240
- IV. Intensity of Interventions241
- V. The Role of a Child’s Conversation Partner in Communication Intervention245
- VI. Conclusion248
- References250
- Chapter 8. Augmentative and Alternative Communication for Persons with Mental Retardation255
- I. Introduction255
- II. The Nature of Augmentative and Alternative Communication256
- III. Research on AAC and Persons with Mental Retardation258
- IV. Augmentative Communication for Persons with Mental Retardation: Summary, Implications, and Futur272
- V. Conclusion274
- References275
- Chapter 9. Atypical Language Development in Individuals with Mental Retardation: Theoretical Implica281
- I. Introduction281
- II. Atypical Language Development in Individuals with Mental Retardation281
- III. Issues in the Cognition–Language Relationship289
- IV. Explaining Intrasyndromic Variation: A Neuro-Genetic Perspective296
- References302
- Index309
Language and communication problems have long figured prominently in the definition of mental retardation. Volume 27 of the International Review of Research in Mental Retardation focuses exclusively on these language and communication issues. The pace of research on language learning and use in mental retardation has increased in recent years and taken new direction. This revitalization has been fueled by three factors: 1) advances in genetic technologies allowing investigation of the behavioral phenotypes of well-defined syndromes, 2) an increased emphasis on maximizing abilities of individuals with mental retardation to live and succeed in a broader range of contexts and settings, and 3) theoretical debates concerning the mechanisms of language development and the nature of the human mind.
Contents in Language and Communication in Mental Retardation include syndromes (e.g., Down syndrome, Williams syndrome), domains of language skill (e.g., reading), and intervention strategies.
* Contains the most current research on genetic syndromes, including Williams syndrome, Down syndrome, and fragile X syndrome
* Outlines the most current research on language and communication intervention for persons with mental retardation
* Authors consider the implications of the research reviewed for both theory and clinical practice
* Authors bring state-of-the-art knowledge of cognitive science, developmental science, linguistic, and behavioral genetics to bear on important questions about language and mental retardation
* Includes new research on long-studied conditions (e.g., Down syndrome) and disorders that are of only recent interest to child language researchers (e.g., fetal alcohol syndrome)
* Includes a consideration of nonverbal, as well as verbal, communication
Contents in Language and Communication in Mental Retardation include syndromes (e.g., Down syndrome, Williams syndrome), domains of language skill (e.g., reading), and intervention strategies.
* Contains the most current research on genetic syndromes, including Williams syndrome, Down syndrome, and fragile X syndrome
* Outlines the most current research on language and communication intervention for persons with mental retardation
* Authors consider the implications of the research reviewed for both theory and clinical practice
* Authors bring state-of-the-art knowledge of cognitive science, developmental science, linguistic, and behavioral genetics to bear on important questions about language and mental retardation
* Includes new research on long-studied conditions (e.g., Down syndrome) and disorders that are of only recent interest to child language researchers (e.g., fetal alcohol syndrome)
* Includes a consideration of nonverbal, as well as verbal, communication