Dataset Information

Vocabulary abilities of children with Williams syndrome: strengths, weaknesses, and relation to visuospatial construction ability.

ABSTRACT: This project was designed to identify relative strengths and weaknesses in vocabulary ability for children with Williams syndrome (WS) and to demonstrate the importance of stringent matching criteria for cross-group comparisons.Children with WS and typically developing (TD) children completed standardized assessments of intellectual and language ability. Children with WS also completed a visuospatial construction ability assessment.Study 1: Concrete and relational vocabulary standard scores were significantly lower for 5- to 7-year-olds with WS than for TD children. Children with WS earned significantly higher standard scores for concrete than for relational vocabulary. When groups were stringently matched for relational vocabulary size, children with WS did not evidence a specific weakness in spatial vocabulary. Study 2: Standard scores for relational vocabulary were similar to those for visuospatial construction ability for 5- to 7-year-olds with WS. Study 3: Nine- to 11-year-olds with WS demonstrated very limited relational vocabulary ability; relational vocabulary ability at 5-7 years was highly correlated with later relational language ability.Concrete vocabulary is a relative strength for children with WS; relational vocabulary ability is very limited and is at about the level of visuospatial construction ability. Accurate determination of group comparison results depends on stringent group matching.

SUBMITTER: Mervis CB

PROVIDER: S-EPMC2562689 | biostudies-other | 2008 Aug

REPOSITORIES: biostudies-other

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Vocabulary abilities of children with Williams syndrome: strengths, weaknesses, and relation to visuospatial construction ability.

Mervis Carolyn B CB John Angela E AE

Journal of speech, language, and hearing research : JSLHR 20080801 4

<h4>Purpose</h4>This project was designed to identify relative strengths and weaknesses in vocabulary ability for children with Williams syndrome (WS) and to demonstrate the importance of stringent matching criteria for cross-group comparisons.<h4>Method</h4>Children with WS and typically developing (TD) children completed standardized assessments of intellectual and language ability. Children with WS also completed a visuospatial construction ability assessment.<h4>Results</h4>Study 1: Concrete ...[more]

PMID: 18658065

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Project description:A comprehensive approach, including social and emotional affectations, has been recently proposed as an important framework to understand Developmental Language Disorder (DLD). There is an increasing considerable interest in knowing how language and emotion are related, and as far as we know, the role of the emotional regulation (ER) of parents of children with and without DLD, and their impact on their children's ER is still unknown. The main aims of this study are to advance our knowledge of ER in school-age children and adolescents with and without DLD, to analyze the predictive value of expressive and receptive vocabulary on ER in school-age children and adolescents, and to explore parental ER and their effect on their children's and adolescents' ER. To cover all objectives, we carried out three studies. In the first and second study, expressive and receptive vocabulary were assessed in wave 1, and ER (Emotional Regulation Checklist -ERC- for children and Emotion Regulation Scale -DERS- for adolescents) was assessed in wave 2, 4 years later. Participants in the first study consisted of two groups of school-aged children (13 had DLD and 20 were typically developing children -TD). Participants in the second study consisted of two groups of adolescents (16 had DLD and 16 were TD adolescents). In the third study, the ER of 65 of the parents of the children and adolescents from study 1 were assessed during wave 2 via self-reporting the DERS questionnaire. Results showed no significant differences in ER between DLD and TD groups neither in middle childhood nor in adolescence. Concerning vocabulary and ER, expressive language predicted ER in school-age children but not in adolescents. Finally, parental ER explained their school-age children's ER, but this was not the case in adolescents. In conclusion, the present data indicated that expressive vocabulary has a fundamental role in ER, at least during primary school years, and adds new evidence of the impact of parents' ER upon their children's ER, encouraging educators and speech language pathologists to include parents' assessments in holistic evaluations and interventions for children with language and ER difficulties.

Dataset Information

Vocabulary abilities of children with Williams syndrome: strengths, weaknesses, and relation to visuospatial construction ability.

Publications

Vocabulary abilities of children with Williams syndrome: strengths, weaknesses, and relation to visuospatial construction ability.

Similar Datasets

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