Biomedical subjects

Stephen Camarata

Publications and source records attributed to Stephen Camarata.

5 recordsLinked to original sources

PubMed2006

Association between differentiated processing of syllables and comprehension of grammatical morphology in children with Down syndrome.

Our purpose in this exploratory investigation was to examine the relationship between degree of impairment in grammatical morpheme comprehension and event-related potential measures of differentiated processing of speech syllables in 10 children with Down syndrome. Results strongly support the hypothesized association. Graphs of the association indicate that children with less impaired grammatical comprehension had greater amplitude differences in event-related potentials to contrast of syllables within preselected poststimulus latency ranges. The theoretical and clinical ramifications of these results are discussed.

Cerebral Cortex↗

PubMed2006

Simultaneous treatment of grammatical and speech-comprehensibility deficits in children with Down syndrome.

Children with Down syndrome often display speech-comprehensibility and grammatical deficits beyond what would be predicted based upon general mental age. Historically, speech-comprehensibility has often been treated using traditional articulation therapy and oral-motor training so there may be little or no coordination of grammatical and speech-comprehensibility treatment. The purpose of this paper is to provide the rationale for and preliminary evidence in support of integrating speech and grammatical intervention using a type of recast treatment in six children with Down syndrome. Speech-comprehensibility and MLU growth in generalisation sessions occurred in 4/6 and 5/6 participants, respectively. Using multiple baseline design logic, two of these participants showed evidence of treatment effects on speech-comprehensibility and two in MLU in generalisation sessions, respectively. The study constitutes a conservative test of the intervention effects for reasons that are discussed. The theoretical and applied significance of these findings are discussed.

Child, Preschool↗

PubMed2004

Importance of treatment efficacy research on language comprehension in MR/DD research.

The purpose of this review is to discuss the importance of treatment efficacy research in language comprehension in MR/DD populations. Although receptive language deficit is an integral part of most MR/DD typologies, there have been relatively few studies evaluating the effectiveness or efficacy of treatment for this condition. Recently, there has been increased attention placed on auditory processing in children with disabilities, an aspect of cognition related to receptive language, but there have also been few studies investigating the effectiveness or efficacy of training designed to improve auditory processing. In addition to arguing that additional studies in this area are needed, the review includes several theoretical frameworks for addressing the treatment of receptive language deficits in MR/DD.

Autistic Disorder↗

PubMed2004

Examination of candidate genes in language disorder: a model of genetic association for treatment studies.

The purpose of this review is to provide a model for studying genetic association of response to intervention in child language disorders. In addition to a theoretical overview and review of different approaches to studying candidate genes, a specific methodology for completing this type of analysis is presented. The goal of the analysis is to provide detail beyond simple broad phenotyping for affected and nonaffected individuals and to take advantage of data yielded from concise behavioral phenotyping often available in treatment studies.

Autistic Disorder↗

PubMedDate not supplied

Language transactions during development and intervention: theoretical implications for developmental neuroscience.

Recent modeling of language development and intervention for children with disabilities has increasingly focused on the interactions between adults and children. These models have resulted in a number of recent advances in the behavioral treatment of language abilities in children with disabilities. Because these interventions are associated with substantial growth in a number of skills including speech, grammar and vocabulary, these paradigms may provide a useful model for studying neurological development of these aspects of language. The purpose of this paper is to discuss the potential neurodevelopmental ramifications of this type of theoretical model for facilitating language growth in children with and without disabilities. Indeed, because intervention can sometimes trigger rapid advances in language skills and presumably, associated neurological organization, this may prove to be a very useful paradigm for understanding the neurological correlates of language growth.

Brain↗