Symposium on Research in Child Language Disorders, 2024

Hosted by the University of Wisconsin-Madison

Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Margarita Kaushanskaya and Audra Sterling, Principal Investigators

Abstract:

Interactional Features of Maternal Input to School-age Children with Down Syndrome During a Storybook Context

This study examined the interactional features of maternal input provided to 40 school-age children with Down syndrome (DS) during a wordless storybook context. The study aims were to (1) describe three main types of interactional features: prompting, verbal responding, and directing the interaction of maternal input during a wordless storybook task and (2) examine the association between the different types of maternal input and child characteristics (nonverbal IQ, MLUm, and expressive vocabulary). Results indicated that mothers spent the majority of their time telling the story. Prompting was the highest frequency and rate of the interactional features of maternal talk. Maternal talk that was verbally responsive was the next highest frequency and rate, and then directing the interaction followed. No significant association was observed between the interactional features of maternal talk and child characteristics. Overall, these findings suggest that mothers of school-age children with DS still engage in a storybook context and frequently use the interactional features of maternal talk.

NIH Grant R03HD083596 PI: Channell.

References

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SRCLD 2024 Poster - 5.28.pdf

SRCLD Coding Table.pdf

American Speech-Language Hearing Association, 2022

Bosley, R. & Channell, M. M. (2022, November 17-29) Interactional Features of Maternal Input to School-Age Children with Down Syndrome during a Storybook Interaction (Poster session). American Speech and Hearing Association 2022 Convention, New Orleans, LA, United States.

ASHA 2022 Poster.pdf

American Speech-Language Hearing Association, 2018

Bosley, R., Hawthorne, K., Loveall, S., & Kellum, K. (2018, November 15-17) RECALL Reading Intervention for Children in Preschool and Kindergarten with Moderate to Severe Language Delays (Poster session). American Speech and Hearing Association 2018 Convention, Boston, MA, United States.

Rebekah Bosley at CSD UM ASHA poster final draft 11.7.18.pdf

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