Articulation in Conversation: A Comparison of Children with Williams Syndrome and Their Typically Developing Peers

Location

CSU 253/4/5

Start Date

24-4-2007 10:30 AM

End Date

24-4-2007 12:30 PM

Student's Major

Speech, Hearing, and Rehabilitation Services

Student's College

Allied Health and Nursing

Mentor's Name

Patricia Hargrove

Mentor's Department

Speech, Hearing, and Rehabilitation Services

Mentor's College

Allied Health and Nursing

Description

This project investigated articulation skills in spontaneous speech of individuals with Williams syndrome. Williams syndrome is a chromosomally based developmental disability. There are reports that articulation and phonological skills are surprisingly good in individuals with Williams syndrome. On the basis of these largely anecdotal reports, we predicted that individuals with Williams syndrome would be more articulate than their peers.

The purpose of this research was to compare the articulation skills of individuals with Williams syndrome to their typically developing peers. Ten participants, five with Williams syndrome and five typically developing peers, talked with a graduate clinician on a topic of their interest. The conversations were analyzed for percent consonants correct.

The results revealed individuals with Williams did not have significantly higher percentages of consonants correct than their typically developing peers. The finding will be discussed in light of the commonly held impressions about Williams syndrome.

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Apr 24th, 10:30 AM Apr 24th, 12:30 PM

Articulation in Conversation: A Comparison of Children with Williams Syndrome and Their Typically Developing Peers

CSU 253/4/5

This project investigated articulation skills in spontaneous speech of individuals with Williams syndrome. Williams syndrome is a chromosomally based developmental disability. There are reports that articulation and phonological skills are surprisingly good in individuals with Williams syndrome. On the basis of these largely anecdotal reports, we predicted that individuals with Williams syndrome would be more articulate than their peers.

The purpose of this research was to compare the articulation skills of individuals with Williams syndrome to their typically developing peers. Ten participants, five with Williams syndrome and five typically developing peers, talked with a graduate clinician on a topic of their interest. The conversations were analyzed for percent consonants correct.

The results revealed individuals with Williams did not have significantly higher percentages of consonants correct than their typically developing peers. The finding will be discussed in light of the commonly held impressions about Williams syndrome.

Recommended Citation

Weiss, Amy; Rachel Dahl; Jada Jokumsen; and Laura Johnson. "Articulation in Conversation: A Comparison of Children with Williams Syndrome and Their Typically Developing Peers." Undergraduate Research Symposium, Mankato, MN, April 24, 2007.
https://cornerstone.lib.mnsu.edu/urs/2007/poster-session-D/1