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Among both children with intellectual disability and typical development, developmental level and cognitive processing (e.g., memory) relate to language development, and acquired language relates to future learning (Lany, 2014; Misyak & Christiansen, 2012; van der Schuit et al., 2011). Even with all of these factors at play, the most central element of the learning problem is the language.
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A clearly individualized, early language intervention strategy in which the use of AAC is connected to the primary neurocognitive components of lexical memory, unification, and control within a rich learning and play environment produced substantial developmental gains among the children with ID (also see Van der Schuit, Segers, Van Balkom, Stoep, & Verhoeven, 2010). The intervention strategy.
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Development in the linguistic domain can be supported by using visual aids while engaging in meaningful learning (e.g. Van der Schuit, Segers, Van Balkom, & Verhoeven, 2011). It may also be beneficial to address the development of underlying cognitive skills in reading, such as pattern recognition, visual matching, reasoning, and working memory.
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DOI: 10.1016/j.ridd.2011.03.015 Corpus ID: 14639856; How cognitive factors affect language development in children with intellectual disabilities. @article{vanderSchuit2011HowCF, title={How cognitive factors affect language development in children with intellectual disabilities.}, author={Margje van der Schuit and Eliane Segers and Hans van Balkom and Ludo Verhoeven}, journal={Research in.
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Margje van der Schuit 1 , Eliane Segers, Hans van Balkom, Judith Stoep, Ludo Verhoeven. Affiliation 1 Behavioural Science Institute, Radboud University Nijmegen, The Netherlands. [email protected]; PMID: 20874082 DOI: 10.3109/07434618.2010.505609 Abstract The current study demonstrates the effectiveness of an intervention that addresses.
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M van der Schuit 1 , M Peeters, E Segers, H van Balkom, L Verhoeven. Affiliation 1 Department of Special Education, Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands. [email protected]; PMID: 19888922 DOI: 10.1111/j.
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An immersive intervention designed to stimulate early language, basic communication, and early literacy, while taking the individual differences between children with ID (e.g., nonverbal intelligence level, and phonological WM) into account, can result in significant learning gains (Van der Schuit et al., 2010, Van der Schuit et al., 2011).
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van der Schuit, Margje; Segers, Eliane; van Balkom, Hans; Verhoeven, Ludo. Research in Developmental Disabilities: A Multidisciplinary Journal, v32 n2 p705-712 Mar-Apr 2011. For children with intellectual disabilities (ID), stimulation of their language and communication is often not a priority. Advancements in brain research provide guidelines.
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Van der Schuit M, Segers E, Balkom H, Verhoeven L. 2011. Early language intervention for children with intellectual disabilities: A neurocognitive perspective.
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Margje van der Schuit Behavioural Science Institute, Radboud University Nijmegen, The Netherlands Correspondence [email protected], Eliane Segers Behavioural Science Institute, Radboud University Nijmegen, The Netherlands, Hans van Balkom, Judith Stoep Royal Kentalis, Sint Michielsgestel, The Netherlands &
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Margje van der Schuit 1 , Eliane Segers, Hans van Balkom, Ludo Verhoeven. Affiliation 1 Department of Special Education, Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands. [email protected]; PMID: 21498046 DOI: 10.1016/j.
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On the other hand, some children with ID have vocabulary levels far above their mental age (Facon, Facon-Bollengier, & Grubar, 2002), and with appropriate support, children with ID can acquire high levels of communication and literacy skills (Kaiser et al., 2001, Koppenhaver and Erickson, 2003, Van der Schuit et al., 2010).