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Permissive Parenting Mediates Parental Stress and Child Emotions in Families of Children with Down Syndrome
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Faught, Gayle G.; Phillips, B. Allyson; Conners, Frances A. – Journal of Applied Research in Intellectual Disabilities, 2022
Background: Parenting styles mediate parental stress and child emotions in families of typically developing (TD) children. Our main aim was to study these relations in families of children with Down syndrome (DS), who in past research reported increased parental stress and permissive parenting. Method: Our sample included 100 parents of children…
Descriptors: Parenting Styles, Anxiety, Psychological Patterns, Down Syndrome
Peer Victimization and Communication Skills in Adolescents with Down Syndrome: Preliminary Findings
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Reardanz, Jenna; Conners, Frances A.; McDonald, Kristina L.; Singh, Nisha – Journal of Autism and Developmental Disorders, 2020
In this preliminary study, we examined peer victimization in adolescents with Down syndrome (DS) and how it relates to language and communication skills. We modified the Childrens' Social Experience Questionnaire (Crick and Grotpeter in Dev Psychopathol 8:367-380, 1996) to better suit adolescents with DS by simplifying vocabulary and syntax, using…
Descriptors: Adolescents, Down Syndrome, Bullying, Language Skills
Modeling the Relations among Sustained Attention, Short-Term Memory, and Language in Down Syndrome
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Faught, Gayle G.; Conners, Frances A. – American Journal on Intellectual and Developmental Disabilities, 2019
Sustained attention (SA) and short-term memory (STM) contribute to language function in Down syndrome (DS). We proposed models in which relations of SA to language in DS are mediated by STM. Thirty-seven youth with DS aged 10-22 years (M = 15.59) completed SA, STM, and language tasks. Cross-sectional mediation analyses were run with the…
Descriptors: Models, Correlation, Attention, Short Term Memory
Reading Skills in Down Syndrome: An Examination of Orthographic Knowledge
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Loveall, Susan J.; Conners, Frances A. – American Journal on Intellectual and Developmental Disabilities, 2016
The primary goal of this study was to examine the word identification domain of the Simple View of Reading in participants with Down syndrome (DS) by comparing them to participants with typical development (TD) matched on word identification ability. Two subskills, phonological recoding and orthographic knowledge, were measured. Results revealed…
Descriptors: Reading Skills, Word Recognition, Down Syndrome, Comparative Analysis
Growth and Decline in Language and Phonological Memory over Two Years among Adolescents with Down Syndrome
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Conners, Frances A.; Tungate, Andrew S.; Abbeduto, Leonard; Merrill, Edward C.; Faught, Gayle G. – American Journal on Intellectual and Developmental Disabilities, 2018
Forty-two adolescents with Down syndrome (DS) ages 10 to 21 years completed a battery of language and phonological memory measures twice, 2 years apart. Individual differences were highly stable across two years. Receptive vocabulary scores improved, there was no change in receptive or expressive grammar scores, and nonword repetition scores…
Descriptors: Adolescents, Down Syndrome, Language Acquisition, Language Skill Attrition
Rule-Based Category Learning in Down Syndrome
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Phillips, B. Allyson; Conners, Frances A.; Merrill, Edward; Klinger, Mark R. – American Journal on Intellectual and Developmental Disabilities, 2014
Rule-based category learning was examined in youths with Down syndrome (DS), youths with intellectual disability (ID), and typically developing (TD) youths. Two tasks measured category learning: the Modified Card Sort task (MCST) and the Concept Formation test of the Woodcock-Johnson-III (Woodcock, McGrew, & Mather, 2001). In regression-based…
Descriptors: Down Syndrome, Mental Retardation, Youth, Comparative Analysis
Addressing Phonological Memory in Language Therapy with Clients Who Have Down Syndrome: Perspectives of Speech-Language Pathologists
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Faught, Gayle G.; Conners, Frances A.; Barber, Angela B.; Price, Hannah R. – International Journal of Language & Communication Disorders, 2016
Background: Phonological memory (PM) plays a significant role in language development but is impaired in individuals with Down syndrome (DS). Without formal recommendations on how to address PM limitations in clients with DS, it is possible speech-language pathologists (SLPs) find ways to do so in their practices. Aims: This study asked if and how…
Descriptors: Down Syndrome, Speech Language Pathology, Speech Therapy, Memory
Language Development in Down Syndrome: From the Prelinguistic Period to the Acquisition of Literacy
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Abbeduto, Leonard; Warren, Steven F.; Conners, Frances A. – Mental Retardation and Developmental Disabilities Research Reviews, 2007
Down syndrome (DS) is associated with abnormalities in multiple organ systems and a characteristic phenotype that includes numerous behavioral features. Language, however, is among the most impaired domains of functioning in DS and, perhaps, also the greatest barrier to independent meaningful inclusion in the community. In this article, we review…
Descriptors: Syntax, Down Syndrome, Literacy, Language Acquisition