Top

Journal of Autism and Developmental Disorders

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

30-09-2019 | Brief Report

Peer Victimization and Communication Skills in Adolescents with Down Syndrome: Preliminary Findings

Auteurs: Jenna Reardanz, Frances A. Conners, Kristina L. McDonald, Nisha Singh

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 1/2020

Abstract

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 two step interview response format. Internal reliability was adequate, and all peer victimization measures were significantly elevated compared to a typically developing sample. Further, peer victimization (especially relational victimization) correlated with speech intelligibility, pragmatic judgment, conversational behavior, and receptive vocabulary. These preliminary data suggest that having DS may put adolescents at risk for peer victimization, but having relatively good language/communication skills may be a protective factor. Further research is warranted on this topic.

vorige artikel Accelerating Motor Skill Acquisition for Bicycle Riding in Children with ASD: A Pilot Study

volgende artikel Brief Report: Speech-in-Noise Recognition and the Relation to Vocal Pitch Perception in Adults with Autism Spectrum Disorder and Typical Development

Alleen toegankelijk voor geautoriseerde gebruikers

Abbeduto, L., Benson, G., Short, K., & Dolish, J. (1995). Effects of sampling context on the expressive language of children and adolescents with mental retardation. Mental Retardation, 33, 279–288. PubMed

Abbeduto, L., Warren, S. F., & Conners, F. A. (2007). Language development in Down syndrome: From the prelinguistic period to the acquisition of literacy. Mental Retardation and Developmental Disabilities Research Reviews, 13(3), 247–261. https://doi.org/10.1002/mrdd.20158. CrossRefPubMed

Blake, J. J., Lund, E. M., Zhou, Q., Kwok, O.-M., & Benz, M. R. (2012). National prevalence rates of bully victimization among students with disabilities in the United States. School Psychology Quarterly, 27(4), 210–222. https://doi.org/10.1037/spq0000008. CrossRefPubMed

Carrow-Woolfolk, E. (2017). Comprehensive assessment of spoken language (2nd ed.). Minnesota: American Guidance Service Inc.

Crick, N. R., & Grotpeter, J. K. (1996). Children’s treatment by peers: Victims of relational and overt aggression. Development and Psychopathology, 8, 367–380. CrossRef

Crowe Hall, B. J. (1991). Attitudes of fourth and sixth graders toward peers with mild articulation disorders. Language, Speech, and Hearing Services in Schools, 22, 334–340. CrossRef

Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1(1), 16–29. CrossRef

Down, J. L. H. (1866). Observations on an ethnic classification of idiots. Clinical Lecture Reports, London Hospital, 3, 259–262.

Dunn, L. M., & Dunn, D. M. (2007). Peabody picture vocabulary test—fourth edition (PPVT-IV). Bloomington, MN: Pearson Assessments.

Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41, 1149–1160. CrossRef

Fink, E., Deighton, J., Humphrey, N., & Wolpert, M. (2015). Assessing the bullying and victimization experiences of children with special educational needs in mainstream schools: Development and validation of the Bullying Behavior and Experience Scale. Research in Developmental Disabilities, 36, 611–619. https://doi.org/10.1016/j.ridd.2014.10.048. CrossRef

Haynes, A., Gilmore, L., Shochet, I., Campbell, M., & Roberts, C. (2013). Factor analysis of the self-report version of the strengths and difficulties questionnaire in a sample of children with intellectual disability. Research in Developmental Disabilities, 34, 847–854. https://doi.org/10.1016/j.ridd.2012.11.008. CrossRefPubMed

Hitchcock, E. R., Harel, D., & Byun, T. M. (2015). Social, emotional, and academic impact of residual speech errors in school-aged children: A survey study. Seminars in Speech and Language, 36, 283–294. https://doi.org/10.1055/s-0035-1562911. CrossRefPubMedPubMedCentral

Hodge, M., & Whitehill, T. (2013). Intelligibility impairments. In J. S. Damico, N. Müller, & M. J. Ball (Eds.), The handbook of language and speech disorders (pp. 99–114). Malden, MA: Wiley-Blackwell.

Hymel, S., & Swearer, S. M. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70, 293–299. https://doi.org/10.1037/a0038928. CrossRefPubMed

Kavanaugh, A., Priest, N., Emerson, E., Milner, A., & King, T. (2018). Gender, parental education, and experiences of bullying victimization by Australian adolescents with and without a disability. Child: Care, Health and Development, 44, 332–341. https://doi.org/10.1111/cch.12545. CrossRef

Kent, R. D., & Vorperian, H. K. (2013). Speech impairment in Down syndrome: A review. Journal of Speech, Language, and Hearing Research, 56, 178–210. https://doi.org/10.1044/1092-4388(2012/12-0148). CrossRefPubMed

Ketelaars, M., Cuperus, J., Jansonius, K., & Verhoeven, L. (2010). Pragmatic language impairment and associated behavioural problems. International Journal of Language and Communication Disorders, 2, 204–214. https://doi.org/10.3109/13682820902863090. CrossRef

Kumin, L. (1994). Intelligibility of speech in children with Down syndrome in natural settings: Parents’ perspective. Perceptual and Motor Skills, 78, 307–313. https://doi.org/10.2466/pms.1994.78.1.307. CrossRefPubMed

Laws, G., & Bishop, D. V. M. (2004). Pragmatic language impairment and social deficits in Williams syndrome: A comparison with Down’s syndrome and specific language impairment. International Journal of Language & Communication Disorders, 39, 45–64. https://doi.org/10.1080/13682820310001615797. CrossRef

Lindsay, G., Dockrell, J. E., & Mackie, C. (2008). Vulnerability to bullying in children with a history of specific speech and language difficulties. European Journal of Special Needs Education, 23, 1–16. https://doi.org/10.1080/08856250701791203. CrossRef

Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule (2nd ed.). Torrance, CA: Western Psychological Services.

Mayer, M. (1973). Frog on his own. New York: Dial Books for Young Readers.

McWhorter, J. (2018). Linguistics and pragmatics. In R. M. Seyfarth & D. L. Cheney (Eds.), The social origins of language (pp. 37–45). Princeton, NJ: Princeton University Press. CrossRef

Parker, S. E., Mai, C. T., Canfield, M. A., Rickard, R., Wang, Y., Meyer, R. E., … Correa, A. (2010). Updated national birth prevalence estimates for selected birth defects in the United States, 2004-2006. Birth Defects Research (Part A) , 88, 1008–1016.

Storch, E. A., Crisp, H., Roberti, J. W., Bagner, D. M., & Masia-Warner, C. (2005). Psychometric evaluation of the Social Experience Questionnaire in adolescents: Descriptive data, reliability, and factorial validity. Child Psychiatry and Human Development, 36(2), 167–176. https://doi.org/10.1007/s10578-005-3495-z. CrossRefPubMed

Troop-Gordon, W. (2017). Peer victimization in adolescence: The nature, progression and consequences of being bullied within a developmental context. Journal of Adolescence, 55, 116–128. https://doi.org/10.1016/j.adolescence.2016.12.012. CrossRefPubMed

Troop-Gordon, W., & Unhjem, L. (2018). Is preventing peer victimization sufficient? The role of prosocial peer group treatment in children’s socioemotional development. Social Development, 27, 619–635. https://doi.org/10.1111/sode.12283. CrossRef

Titel: Peer Victimization and Communication Skills in Adolescents with Down Syndrome: Preliminary Findings
Auteurs: Jenna Reardanz
Frances A. Conners
Kristina L. McDonald
Nisha Singh
Publicatiedatum: 30-09-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 1/2020
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-019-04238-z

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 1/2020

Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities

Anxiety Disorders in Adults with Autism Spectrum Disorder: A Population-Based Study

Within- and Cross-Modal Integration and Attention in the Autism Spectrum

Brief Report: Speech-in-Noise Recognition and the Relation to Vocal Pitch Perception in Adults with Autism Spectrum Disorder and Typical Development

The Relation Between Autistic Traits, the Degree of Synaesthesia, and Local/Global Visual Perception

Attention Modification to Attenuate Facial Emotion Recognition Deficits in Children with Autism: A Pilot Study