Gesture-Speech Integration Is Related to Vocabulary Skills in Children with Developmental Language Disorder, Williams Syndrome and Typical Development

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Autor/inn/en	Rombouts, Ellen; Leenen, Liesl; Maes, Bea; Zink, Inge
Titel	Gesture-Speech Integration Is Related to Vocabulary Skills in Children with Developmental Language Disorder, Williams Syndrome and Typical Development
Quelle	In: International Journal of Language & Communication Disorders, 58 (2023) 1, S.206-220 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rombouts, Ellen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12780
Schlagwörter	Language Impairments; Developmental Disabilities; Genetic Disorders; Nonverbal Communication; Language Skills; Vocabulary; Visual Perception; Spatial Ability; Children; Expressive Language; Neurodevelopmental Disorders; Oral Language; Interpersonal Communication + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Non-verbal communication; Nonverbale Kommunikation; Language skill; Sprachkompetenz; Wortschatz; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Child; Kind; Kinder; Oral interpretation; Mündlicher Sprachgebrauch; Interpersonale Kommunikation
Abstract	Background: Individuals with developmental language disorder or Williams syndrome are reported to use more gestures than individuals with typical development. However, these two groups differ considerably in visuospatial and language skills, two skills that are hypothesized to shape gesture rate. Aims: We first examined whether children with both developmental language disorder and children Williams syndrome do indeed use more gestures. Our second aim was to disentangle the role of vocabulary and visuospatial skills in the use of supplementary gestures (i.e., containing unique information). To account for participant heterogeneity, analyses included both group comparisons and vocabulary and visuospatial skills at an individual level. As a third aim, the role of visuospatial skills was further examined in relation to gestures containing spatial content. Methods & Procedures: In a cross-sectional group design, three participant groups watched and then retold a cartoon--children with typical development (n = 25), children with developmental language disorder (n = 25) and children/young people with Williams syndrome (n = 14). Their narrations were transcribed and hand gestures were coded based on gesture-speech integration (redundant, adds information to particular lexical items, gives information that is entirely absent from speech) and spatial content. Participants' expressive vocabulary and visuospatial skills were measured. Outcomes & Results: Between-group comparisons showed that individuals with developmental language disorder or Williams syndrome did indeed use more gestures. Poisson loglinear modelling demonstrated that a relative higher use of supplementary gestures was determined by lower expressive vocabulary skills. Neither the group distinction nor visuospatial skills shaped the supplementary gesture rate nor spatial gesture rate. Conclusions & Implications: Regardless of neurodevelopmental condition or typical development, a higher use of supplementary gestures was influenced by expressive vocabulary skills. Children with lower vocabulary skills spontaneously capitalized on the multimodality of communication to express constituents that were not present in their verbal speech. This finding is a promising starting point for future gesture intervention studies examining whether implicit modelling of gesture use can encourage gestures even more in these children and if this allows them to achieve higher linguistic complexity. On a methodological note, the observed intra-group skill variability demonstrates that group comparisons need to be complemented with correlational measures accounting for skills at an individual level. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01