Receptive and expressive language skills in children with cri-du-chat syndrome

Receptive and expressive language skills were assessed in 13 children with cri-du-chat syndrome. Two patterns of performance were found. One pattern was the discrepancy between the children’s chronological ages and their presumed language ages. The second pattern was the receptive–expressive discrep...

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Bibliographic Details
Published inJournal of communication disorders Vol. 31; no. 1; pp. 73 - 81
Main Authors Cornish, K.M., Munir, F.
Format Journal Article
LanguageEnglish
Published New York, NY Elsevier Inc 1998
Elsevier Science
Subjects
Adolescent
Age Distribution
Biological and medical sciences
Child
Child clinical studies
Child, Preschool
Children
Communication skills
Comprehension
Cri du Chat Syndrome
Cri-du-Chat Syndrome - complications
Developmental disorders
Disorders
Expressive Language
Female
Foreign Countries
Great Britain
Humans
Individual Characteristics
Intellectual deficiency
Language Disorders - complications
Language Disorders - diagnosis
Language Pathology
Language Skills
Language Tests
Male
Medical sciences
Mental Retardation
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Receptive Language
Remedial Instruction
Sign language
Speech Disorders - complications
Speech Disorders - diagnosis
Speech Production Measurement
Symptoms (Individual Disorders)
United Kingdom (Great Britain)
Receptive language
Sign language
Cri-du-chat syndrome
Expressive language
Communication skills
Human
Preschool age
Nervous system diseases
Verbal comprehension
Developmental disorder
Verbal production
Mental retardation
Language disorder
Communication disorder
Verbal ability
School age
Adolescent
Intellectual deficiency
Neurological disorder
Child
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ISSN0021-9924
DOI10.1016/S0021-9924(97)00052-X

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Summary:Receptive and expressive language skills were assessed in 13 children with cri-du-chat syndrome. Two patterns of performance were found. One pattern was the discrepancy between the children’s chronological ages and their presumed language ages. The second pattern was the receptive–expressive discrepancy with reduced expressive skills compared to receptive skills. One implication of these findings is that remediation that focuses on receptive skills may be more effective than traditional verbal methods.
Bibliography:ObjectType-Article-1
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ISSN:0021-9924
DOI:10.1016/S0021-9924(97)00052-X