Examining Concurrent Associations Between Gesture Use, Developmental Domains, and Autistic Traits in Toddlers With Down Syndrome.

IF 2.2 2区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Journal of Speech Language and Hearing Research Pub Date : 2025-03-05 Epub Date: 2025-01-22 DOI:10.1044/2024_JSLHR-24-00111

Chelsea La Valle, Gabriela Davila Mejia, Carol L Wilkinson, Nicole Baumer

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Abstract

Purpose: Toddlers with Down syndrome (DS) showcase comparable or higher rates of gestures than chronological age- and language-matched toddlers without DS. Little is known about how gesture use in toddlers with DS relates to multiple domains of development, including motor, pragmatics, language, and visual reception (VR) skills. Unexplored is whether gesture use is a good marker of social communication skills in DS or if gesture development might be more reliably a marker of motor, language, pragmatics, or VR skills. This study examined the concurrent association of gesture use on other areas of development and investigated the association of autistic traits with gesture use in toddlers with DS.

Method: Thirty toddlers with DS (15 females; M = 26.12 months, SD = 6.42 months) completed the Mullen Scales of Early Learning (MSEL) and the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). Parents completed the MacArthur-Bates Communicative Development Inventories Words and Gestures form and the Language Use Inventory (LUI; pragmatic language) about their child.

Results: Controlling for child chronological age and sex, total gestures was strongly positively associated with the LUI total score (pragmatic language) and MSEL language (receptive, expressive) raw scores, moderately positively associated with motor (fine, gross) raw scores, but not significantly associated with VR raw scores. Higher ADOS social affect (SA) calibrated severity scores was strongly negatively associated with total gestures but not significantly associated with restricted and repetitive behaviors.

Conclusions: Gestures track together with language, pragmatics, and motor skills. Higher ADOS SA calibrated severity scores were associated with fewer gestures in toddlers with DS. Clinicians can consider each child's developmental profile (e.g., motor, pragmatics, language, social communication skills) to better understand their gesture development.

Supplemental material: https://doi.org/10.23641/asha.28169186.

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研究唐氏综合症幼儿手势使用、发育领域和自闭症特征之间的并发关联。

目的：唐氏综合症（DS）患儿的手势率与无唐氏综合症患儿的实际年龄和语言匹配率相当或更高。关于肢体退行性障碍幼儿的手势使用与多个发展领域的关系，包括运动、语用、语言和视觉接受（VR）技能，我们知之甚少。手势的使用是否能很好地标记DS患者的社会沟通技能，或者手势的发展是否能更可靠地标记运动、语言、语用学或VR技能，这些问题尚未得到研究。本研究考察了手势使用与其他发展领域的同步关联，并探讨了自闭症患儿手势使用与自闭症特征的关联。方法：患儿30例(女性15例；M = 26.12个月，SD = 6.42个月)完成了马伦早期学习量表（MSEL）和自闭症诊断观察量表第二版（ADOS-2）。家长完成了麦克阿瑟-贝茨交际发展量表文字和手势表格以及语言使用量表(LUI；实用主义语言)关于他们的孩子。结果：在控制儿童实足年龄和性别的情况下，总手势与LUI总分（语用语言）和MSEL语言（接受、表达）原始分数呈显著正相关，与运动（精细、粗重）原始分数呈中度正相关，与VR原始分数无显著相关。较高的ADOS社会影响（SA）校准严重程度得分与总手势呈显著负相关，但与限制性和重复性行为无显著相关。结论：手势与语言、语用学和运动技能密切相关。在患有退行性痴呆的幼儿中，较高的ADOS SA校准严重程度分数与较少的手势有关。临床医生可以考虑每个孩子的发展概况（例如，运动、语用、语言、社会沟通技能），以更好地了解他们的手势发展。补充资料：https://doi.org/10.23641/asha.28169186。

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来源期刊

Journal of Speech Language and Hearing Research AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-REHABILITATION

CiteScore

4.10

自引率

19.20%

发文量

538

审稿时长

4-8 weeks

期刊介绍： Mission: JSLHR publishes peer-reviewed research and other scholarly articles on the normal and disordered processes in speech, language, hearing, and related areas such as cognition, oral-motor function, and swallowing. The journal is an international outlet for both basic research on communication processes and clinical research pertaining to screening, diagnosis, and management of communication disorders as well as the etiologies and characteristics of these disorders. JSLHR seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of communication sciences and disorders, including speech production and perception; anatomy and physiology of speech and voice; genetics, biomechanics, and other basic sciences pertaining to human communication; mastication and swallowing; speech disorders; voice disorders; development of speech, language, or hearing in children; normal language processes; language disorders; disorders of hearing and balance; psychoacoustics; and anatomy and physiology of hearing.