LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 23:6 June 2023
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Conjunctions, Comparatives, Quotatives and Conditional Clauses in
Malayalam Speaking Children with Intellectual Disability

Dr. Vini Abhijith Gupta, Ph.D. and Dr. T. A. Subbarao, Ph.D.

Introduction

The American Association on Intellectual and Developmental Disabilities (AAIDD) in 2009 defines Intellectual disability (ID as a disability characterized by significant limitations in both intellectual functioning and in adaptive behaviour, which covers many everyday social and practical skills. This disability originates before the age of 18. American Speech-Language and Hearing Association (ASHA) in 2012 supported the change from “Mental Retardation” to “Intellectual Disability.” ASHA recommended the elimination of classification by IQ and severity level and recommended to use of the AAIDD definition of Intellectual Disability. ASHA strongly urges the use of the term Intellectual Disability in the DSM-V, which would be consistent with the AAIDD definition.

Unlike Typically Developing (TD) children, the development of language does not occur as expected in Children with Intellectual Disability (CWID). It is generally accepted that in CWID, speech and language development is delayed when compared to TD children. This delay hypothesis suggests that developmental sequence of speech and language is similar and the factors underlying are similar. It is observed that CWID have lower ceiling of speech and language as compared to TD children. Subbarao (1995) has confirmed the delay hypothesis, and reported certain syntactic deviance as compared to TD children. Short sentence length, deficits in verb types, tense limitations and absent syntactic structures in conjunctions/predicate types etc. were also noted in that study. Language delays are evident in both areas of comprehension and expression. He has further noted that there is a set of bigger deficits in syntactic area, as compared to phonological and semantic aspects.

Syntax has an important role in reading, writing and conversation. The parameters of syntax include i. Morphophonemic-structures, ii. Plurals, iii. Tenses, iv. PNG markers, v. Case markers, vi. Transitives, Intransitives and causatives, vii. Sentence Types, viii Conjunctions, Comparatives and Quotatives, ix. Conditional Clauses and x. Participle Constructions. The present study assesses acquisition of selected syntactic structures in CWID, enabling the speech language pathologist (SLP) for a focused engagement in accurate language assessment, goal setting for intervention and monitoring therapy progress.

Aim of the Study

The present study focused primarily on obtaining selected syntactic structures/ parameters in spontaneous language samples of CWID following the previous research of Subbarao (1995) and using an adapted form of Language Assessment, Remediation and Screening Procedure [LARSP] (Crystal, et al., 1976 and 1989) in Malayalam speaking children with CWID in the MA ranges of 4 - 5 and 5 - 6 years.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Dr. Vini Abhijith Gupta, Ph.D.
Associate Professor
Dr. M. V. Shetty College of Speech and Hearing
Malady Court, Kavoor Mangalore-575015
Karnataka, India
vinimvstcosh@gmail.com

Dr. T. A. Subbarao, Ph.D.
Director
Dr. M. V. Shetty College of Speech and Hearing
Malady Court, Kavoor Mangalore-575015
Karnataka, India
drtasr.slp@gmail.com
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