Prosodic skills in Spanish-speaking adolescents and young adults with Down syndrome

Background Down syndrome (DS) is a neurodevelopmental disorder of genetic origin with a cognitive-behavioural profile that distinguishes it from other syndromes. Within this profile, language difficulties are particularly marked, having been more studied in childhood than in adulthood. More generall...

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Autores: López-Riobóo, Elena, Martínez Castilla, Pastora
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad Nacional de Educación a Distancia
Repositorio:e-spacio. Repositorio Institucional de la UNED
Idioma:inglés
OAI Identifier:oai:e-spacio.uned.es:20.500.14468/23897
Acceso en línea:https://hdl.handle.net/20.500.14468/23897
Access Level:acceso abierto
Palabra clave:61 Psicología
Prosody
Down Syndrome
Intellectual Disability
Clinical Assessment
Spanish
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spelling Prosodic skills in Spanish-speaking adolescents and young adults with Down syndromeLópez-Riobóo, ElenaMartínez Castilla, Pastora61 PsicologíaProsodyDown SyndromeIntellectual DisabilityClinical AssessmentSpanishBackground Down syndrome (DS) is a neurodevelopmental disorder of genetic origin with a cognitive-behavioural profile that distinguishes it from other syndromes. Within this profile, language difficulties are particularly marked, having been more studied in childhood than in adulthood. More generally, there is a paucity of research on the prosodic skills of individuals with DS, despite the relevance of this linguistic component for effective communication. Aims This study aimed to analyse, for the first time, the prosodic profile of Spanish-speaking teenagers and young adults with DS. We hypothesized that participants with DS would show significantly lower skills for the perception and production of prosodic functions and forms when compared to peers with intellectual disability (ID) of unknown origin. We also hypothesized that teenagers and young adults with DS would have better prosody perception than prosody production. Methods & Procedures The final sample included in the study comprised 28 Spanish-speaking teenagers and young adults with DS and 29 teenagers and young adults with other ID matched on chronological age and nonverbal cognition. Their prosodic skills were tested by means of the Profiling Elements of Prosody for Speech and Communication battery. This battery allows for the separate evaluation of the comprehension and expression of the communicative functions of prosody and the discrimination and production of the forms that carry out such functions. Outcomes & Results In the prosody function tasks, which are the most adaptive tasks for the communicative process, we found, as expected, significantly lower scores on the turn-end, chunking, and focus tasks in the group with DS. However, no significant between-group differences were found for the affect tasks. Participants with DS also had significantly lower scores on the prosodic form tasks than participants with other ID. The results of the comparison between prosodic perception and production skills showed that a generalization about a better profile in comprehension versus production is not possible and that there is a dependence on the demands of the prosodic task undertaken. Conclusions & Implications The findings contribute to the ongoing development of the language profile of teenagers and young adults with DS and imply the need to design prosodic intervention programs based on their specific profile.Wileye-Spacio UNED20242024-10-0420232023-12-2820232023-12-28journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14468/23897reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc/4.0/deed.esoai:e-spacio.uned.es:20.500.14468/238972026-06-06T12:38:31Z
dc.title.none.fl_str_mv Prosodic skills in Spanish-speaking adolescents and young adults with Down syndrome
title Prosodic skills in Spanish-speaking adolescents and young adults with Down syndrome
spellingShingle Prosodic skills in Spanish-speaking adolescents and young adults with Down syndrome
López-Riobóo, Elena
61 Psicología
Prosody
Down Syndrome
Intellectual Disability
Clinical Assessment
Spanish
title_short Prosodic skills in Spanish-speaking adolescents and young adults with Down syndrome
title_full Prosodic skills in Spanish-speaking adolescents and young adults with Down syndrome
title_fullStr Prosodic skills in Spanish-speaking adolescents and young adults with Down syndrome
title_full_unstemmed Prosodic skills in Spanish-speaking adolescents and young adults with Down syndrome
title_sort Prosodic skills in Spanish-speaking adolescents and young adults with Down syndrome
dc.creator.none.fl_str_mv López-Riobóo, Elena
Martínez Castilla, Pastora
author López-Riobóo, Elena
author_facet López-Riobóo, Elena
Martínez Castilla, Pastora
author_role author
author2 Martínez Castilla, Pastora
author2_role author
dc.contributor.none.fl_str_mv e-Spacio UNED
dc.subject.none.fl_str_mv 61 Psicología
Prosody
Down Syndrome
Intellectual Disability
Clinical Assessment
Spanish
topic 61 Psicología
Prosody
Down Syndrome
Intellectual Disability
Clinical Assessment
Spanish
description Background Down syndrome (DS) is a neurodevelopmental disorder of genetic origin with a cognitive-behavioural profile that distinguishes it from other syndromes. Within this profile, language difficulties are particularly marked, having been more studied in childhood than in adulthood. More generally, there is a paucity of research on the prosodic skills of individuals with DS, despite the relevance of this linguistic component for effective communication. Aims This study aimed to analyse, for the first time, the prosodic profile of Spanish-speaking teenagers and young adults with DS. We hypothesized that participants with DS would show significantly lower skills for the perception and production of prosodic functions and forms when compared to peers with intellectual disability (ID) of unknown origin. We also hypothesized that teenagers and young adults with DS would have better prosody perception than prosody production. Methods & Procedures The final sample included in the study comprised 28 Spanish-speaking teenagers and young adults with DS and 29 teenagers and young adults with other ID matched on chronological age and nonverbal cognition. Their prosodic skills were tested by means of the Profiling Elements of Prosody for Speech and Communication battery. This battery allows for the separate evaluation of the comprehension and expression of the communicative functions of prosody and the discrimination and production of the forms that carry out such functions. Outcomes & Results In the prosody function tasks, which are the most adaptive tasks for the communicative process, we found, as expected, significantly lower scores on the turn-end, chunking, and focus tasks in the group with DS. However, no significant between-group differences were found for the affect tasks. Participants with DS also had significantly lower scores on the prosodic form tasks than participants with other ID. The results of the comparison between prosodic perception and production skills showed that a generalization about a better profile in comprehension versus production is not possible and that there is a dependence on the demands of the prosodic task undertaken. Conclusions & Implications The findings contribute to the ongoing development of the language profile of teenagers and young adults with DS and imply the need to design prosodic intervention programs based on their specific profile.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-12-28
2023
2023-12-28
2024
2024-10-04
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14468/23897
url https://hdl.handle.net/20.500.14468/23897
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc/4.0/deed.es
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by-nc/4.0/deed.es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
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