Verbal Language for Past, Present, Future
Abstract concepts of time (past, present, hours, minutes, seconds) & quantity (money and math) require language use of grammar, syntax, and verb tenses.
Why is answering questions so difficult for those with Down syndrome? Answering questions such as “What did you have for breakfast?” can be consistently difficult for those of all ages. Those unfamiliar with Down syndrome are tempted to think the person does not know or cannot remember answers to simple questions when, in fact, they do. Knowledge is rarely the issue. It is retrieval and language structure that are difficult. When we don’t use language to talk about the past and future, we don’t learn underlying time concepts. Grammar, syntax, and verb tenses describe time and quantity (e.g., “I ate pancakes for breakfast yesterday, but I really wanted cereal”) and we learn to use them prior to any formal education as toddlers IF we are encouraged to use verbal language organization.
Do you remember learning about time before you were in school? Did your parents give you lessons about time, quantity, or hor how you can talk about yesterday or tomorrow? Were you taught to use terms like past-tense or future tense when talking about what you would eat for dinner? Probably not. So, how did we learn to understand and use parts of speech to indicate we did something yesterday or will do something tomorrow?
We learn about time (past, present, future) by being around those who spoke about the past and future differently than what is happening now. We learned how to speak the same way: by speaking and being corrected. It may have come easily to us.. We spoke alot Children with Down syndrome have difficulty using concepts of time and quantity and how that is tied to difficulties using past and future verb tense, mean length of utterance, omission of grammar and syntax, executive function, and having conversations to build relationships with others. Use supporting evidence to describe how underdeveloped speech clarity and verbal language use are the underlying cause of communication difficulties and not the result of intellectual deficits or organic language disorders.
>>> Understanding the Challenges of Time and Quantity Concepts in Children with Down Syndrome
Children with Down syndrome often face unique challenges in their cognitive and communicative development. Among these challenges, difficulties in grasping concepts of time and quantity emerge prominently. These difficulties can significantly impact their ability to use past and future verb tenses, affect their mean length of utterance (MLU), lead to omissions in grammar and syntax, and complicate their executive function. Understanding these issues requires exploring the intricate relationship between language development and social communication skills, rather than attributing these difficulties solely to intellectual deficits or organic language disorders.
>>> The Link Between Language and Concepts of Time and Quantity
1. Cognitive Development and Abstract Thinking
- Children with Down syndrome may exhibit slower cognitive development, particularly in areas requiring abstract reasoning. Concepts of time (e.g., past, present, future) and quantity (e.g., more vs. less) are inherently abstract and often require a level of cognitive processing that can be challenging.
- A study by Abbeduto et al. (2006) highlights that children with Down syndrome may struggle with tasks that involve sequencing events or understanding temporal relationships.
2. Verb Tense Usage
- The ability to use past and future verb tenses is closely tied to a child's understanding of time. Children with Down syndrome may exhibit difficulties in verb tense usage due to their challenges in understanding sequences of events.
- Research indicates that such grammatical difficulties are not necessarily indicators of cognitive deficits but rather stem from underdeveloped language skills, particularly in expressive language (Fowler, 1990).
3. Mean Length of Utterance (MLU)
- MLU is a crucial measure of linguistic complexity and is often lower in children with Down syndrome. This reduced MLU correlates with their challenges in expressing complex ideas related to time and quantity.
- A study by Chapman (2006) found that the MLU in children with Down syndrome does not reflect their cognitive abilities but rather highlights the need for targeted language interventions to support expressive skills.
4. Omission of Grammar and Syntax
- Children with Down syndrome frequently omit grammatical markers, including tense markers that are essential for conveying temporal information. This omission can hinder their ability to communicate effectively about past and future events.
- Research suggests that these omissions are not simply errors but represent a broader struggle with language processing that differs from organic language disorders (Wetherby & Prizant, 1993).
>>> Executive Function and Social Communication
1. Executive Function
- Executive function encompasses a range of cognitive processes including planning, flexibility, and working memory. Children with Down syndrome often experience executive function challenges, which can impact their ability to organize thoughts related to time and quantity.
- These challenges can lead to difficulties in participating in conversations where sequencing and timing are crucial for relational building (Zelazo et al., 2008).
2. Building Relationships through Conversation
- Effective communication is essential for building relationships. The challenges in using language to express time and quantity can hinder social interactions, making it difficult for children with Down syndrome to engage in meaningful conversations.
- A lack of clarity in speech can lead to misunderstandings and frustration, both for the child and their peers, further isolating them socially.
>>> Underlying Causes of Communication Difficulties
It is essential to recognize that the communication difficulties faced by children with Down syndrome are primarily rooted in underdeveloped speech clarity and verbal language use, rather than being a direct result of their intellectual capabilities.
1. Speech Clarity
Many children with Down syndrome experience speech intelligibility issues, which can affect their ability to articulate thoughts clearly, particularly when discussing abstract concepts like time and quantity.
2. Verbal Language Use
The challenges in using language effectively often stem from limited exposure to rich language environments and opportunities for practice. This limitation can hinder their ability to develop the necessary skills for effective communication.
>>> Conclusion
Understanding the complexities surrounding the difficulties children with Down syndrome face in using concepts of time and quantity reveals a multifaceted issue that extends beyond mere intellectual deficits. By focusing on the underlying language development challenges, caregivers and educators can create more effective intervention strategies that support expressive language skills, enhance executive function, and foster social communication.
Investing in tailored language interventions and encouraging environments rich in communication can significantly improve the ability of children with Down syndrome to express themselves, thereby enhancing their capacity to build meaningful relationships with others.
Recognizing these nuances is not just about addressing language deficits but also about affirming the potential for growth and development in every child, regardless of their challenges.
