A Comparison between Linguistic Skills and Socio-Communicative Abilities in Williams Syndrome

Autor/inn/en	Alfieri, P.; Menghini, D.; Marotta, L.; De Peppo, L.; Ravà, L.; Salvaguardia, F.; Varuzza, C.; Vicari, S.
Titel	A Comparison between Linguistic Skills and Socio-Communicative Abilities in Williams Syndrome
Quelle	In: Journal of Intellectual Disability Research, 61 (2017) 9, S.866-876 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alfieri, P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-2633
DOI	10.1111/jir.12401
Schlagwörter	Intellectual Disability; Genetic Disorders; Language Skills; Interpersonal Communication; Communication Skills; Language Usage; Cognitive Development; Children; Adolescents; Young Adults; Correlation; Cognitive Ability; Morphology (Languages); Syntax; Social Influences; Comparative Analysis; Age Differences; Expressive Language; Receptive Language; Communication Problems + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Language skill; Sprachkompetenz; Interpersonale Kommunikation; Kommunikationsstil; Sprachgebrauch; Kognitive Entwicklung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Korrelation; Denkfähigkeit; Morphology; Morphologie; Sozialer Einfluss; Age; Difference; Age difference; Altersunterschied; Rezeptive Kommunikationsfähigkeit; Kommunikationsbarriere
Abstract	Background: Individuals with Williams syndrome (WS) show a disharmonic linguistic profile with a clear pattern of strengths and weaknesses. Despite their sociable nature, atypical socio-communicative abilities and deficits in communication and relationship with others have been found. Aim: The aim of the present study was to investigate whether linguistic skills (LS) were in line with the pragmatic and social use of language and the cognitive development of 32 individuals with WS (18 boys and 14 girls) with a mean chronological age of 12.3 (±4.4) years. To examine the relationship between language and mental age (MA) at different ages, the issue was investigated in children and adolescents/young adults with WS. Method: Measures of LS, including lexical and morphosyntactic competences, and adaptive socio-communicative abilities (ASCA), pertaining to the use of language in daily living social context, were compared with the MA of participants. In a second step, participants with WS were split into two subgroups based on age, and the relationship between LS, ASCA and MA was studied. Results: Although expressive and receptive LS were generally found to be in line with or better than would be expected for MA, specific deficits in receptive ASCA were documented. LS and ASCA appeared to have a different evolution during the different time windows considered. Conclusions: Our results underlined the importance of assessing linguistic abilities in the context of adaptive functioning, to guide educational and rehabilitative strategies for individuals with WS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01