ERIC Number: EJ1092727
Record Type: Journal
Publication Date: 2016-Feb
Abstractor: As Provided
Reference Count: N/A
Pragmatic Language Features of Mothers with the "FMR1" Premutation Are Associated with the Language Outcomes of Adolescents and Young Adults with Fragile X Syndrome
Klusek, Jessica; McGrath, Sara E.; Abbeduto, Leonard; Roberts, Jane E.
Journal of Speech, Language, and Hearing Research, v59 n1 p49-61 Feb 2016
Purpose: Pragmatic language difficulties have been documented as part of the FMR1 premutation phenotype, yet the interplay between these features in mothers and the language outcomes of their children with fragile X syndrome is unknown. This study aimed to determine whether pragmatic language difficulties in mothers with the "FMR1" premutation are related to the language development of their children. Method: Twenty-seven mothers with the "FMR1" premutation and their adolescent/young adult sons with fragile X syndrome participated. Maternal pragmatic language violations were rated from conversational samples using the Pragmatic Rating Scale (Landa et al., 1992). Children completed standardized assessments of vocabulary, syntax, and reading. Results: Maternal pragmatic language difficulties were significantly associated with poorer child receptive vocabulary and expressive syntax skills, with medium effect sizes. Conclusions: This work contributes to knowledge of the "FMR1" premutation phenotype and its consequences at the family level, with the goal of identifying modifiable aspects of the child's language-learning environment that may promote the selection of treatments targeting the specific needs of families affected by fragile X. Findings contribute to our understanding of the multifaceted environment in which children with fragile X syndrome learn language and highlight the importance of family-centered intervention practices for this group.
Descriptors: Mothers, Mental Disorders, Congenital Impairments, Language Impairments, Adolescents, Young Adults, Children, Language Acquisition, Rating Scales, Standardized Tests, Vocabulary, Syntax, Reading Ability, Receptive Language, Expressive Language, Effect Size, Intervention
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: National Institutes of Health (DHHS)
Authoring Institution: N/A
IES Grant or Contract Numbers: 5F32DC013934|5R01MH090194|5R01HD024356