An Examination of Specific Communication Deficits in Adults with Profound Intellectual Disabilities

Autor/inn/en	Belva, Brian C.; Matson, Johnny L.; Sipes, Megan; Bamburg, Jay W.
Titel	An Examination of Specific Communication Deficits in Adults with Profound Intellectual Disabilities
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 33 (2012) 2, S.525-529 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2011.10.019
Schlagwörter	Communication Problems; Severe Mental Retardation; Communication Skills; Adults; Residential Care; Receptive Language; Expressive Language; Written Language; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Kommunikationsbarriere; Kommunikationsstil; Rezeptive Kommunikationsfähigkeit; Geschriebene Sprache
Abstract	Previous research has shown that adults with intellectual disability (ID) evince communication deficits. These communication problems can be divided into problems with receptive, expressive, and written domains. While much research has been devoted to investigating communication deficits in ID in general, scant research has been conducted on communication skills in specific levels of ID. This study examined 204 adults with profound ID residing in two large supports and services centers in the southeastern region of the United States. Data was collected on these individuals' receptive, expressive, and written communication skills using the "Vineland Adaptive Behavior Scales" ("VABS"). Three dependent "t"-tests were conducted comparing the proportion of items endorsed by informants on each of the three communication subdomains (receptive, expressive, and written) with one another. Participants displayed a significantly larger proportion of receptive subdomain items than expressive subdomain items, t(203) = 20.00, p less than 0.01, and written subdomain items, t(203) = 20.53, p less than 0.01. Additionally, it was found that the individuals exhibited a significantly larger proportion of expressive subdomain items than written subdomain items, t(203) = 10.80, p less than 0.01. The implications of these findings are discussed. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10