School of Languages, Literatures and Linguistics, Bangor University, Bangor, UK.
School of Psychology and Therapeutic Studies, University of South Wales, South Wales, UK.
Clin Linguist Phon. 2021 Jul 3;35(7):663-689. doi: 10.1080/02699206.2020.1818288. Epub 2020 Oct 12.
Research shows that a substantial proportion of children with Down syndrome (DS) also meet the clinical criteria for Autism Spectrum Disorder (ASD). Children with this dual diagnosis display a linguistic profile that includes significant language delays and language impairments which often differ from the impairments observed in each developmental disability (DD) separately. Given the challenges observed with language acquisition for children with DS-ASD, concerns might be raised regarding the outcomes and suitability of a bilingual environment for children with this dual diagnosis specifically. The aim of this research was to explore the language profiles of four children with DS-ASD. A multiple case-study approach was employed. Four children with a confirmed DS-ASD diagnosis who had received exposure to two languages (English and Welsh) were assessed on a range of cognitive and linguistic measures. Performance was compared to three control groups; bilinguals with DS, English monolinguals with DS and mental age-matched typically developing bilinguals. Assessments comprised of expressive and receptive language, phonological awareness, working memory and non-verbal cognitive abilities. Considerable variability was found in the cognitive and linguistic profiles of the case-study participants. Children with DS-ASD displayed similar language profiles to that of the bilingual and monolingual children with DS in the areas tested, although performance was generally lower than that of the TD bilingual children. Although substantial variability was found, participants were developing bilingual abilities in a similar trajectory to children with DS in line with the degree of exposure to each language. This research highlights the need to assess bilingual children with complex dual diagnoses with an individualistic approach and carefully consider how to appropriately assess and treat bilingual children within speech and language therapy provisions.
研究表明，相当一部分唐氏综合征（Down syndrome，DS）患儿也符合自闭症谱系障碍（Autism Spectrum Disorder，ASD）的临床标准。患有这种双重诊断的儿童表现出一种语言特征，包括明显的语言延迟和语言障碍，这些障碍通常与每个发育障碍（developmental disability，DD）分别观察到的障碍不同。鉴于唐氏综合征合并 ASD 儿童在语言习得方面存在挑战，人们可能会对双语环境对这一双重诊断儿童的结果和适宜性表示担忧。本研究旨在探讨 4 名唐氏综合征合并 ASD 儿童的语言特征。采用多案例研究方法。对 4 名经证实患有唐氏综合征合并 ASD 诊断且接受过两种语言（英语和威尔士语）的儿童进行了一系列认知和语言测试。将表现与三个对照组进行比较：双语唐氏综合征儿童、英语单语唐氏综合征儿童和与年龄匹配的正常发育双语儿童。评估包括表达性和接受性语言、语音意识、工作记忆和非言语认知能力。在案例研究参与者的认知和语言特征中发现了相当大的差异。唐氏综合征合并 ASD 儿童在测试的领域中表现出与双语和单语唐氏综合征儿童相似的语言特征，尽管表现通常低于正常发育双语儿童。尽管存在很大的差异，但参与者以类似于唐氏综合征儿童的程度发展双语能力，这与他们对每种语言的接触程度有关。这项研究强调需要采用个体化方法评估具有复杂双重诊断的双语儿童，并仔细考虑如何在言语和语言治疗服务中适当评估和治疗双语儿童。
