Syntactic development in children with intellectual disabilities – using structured assessment of syntax

Abstract

Background

Children with intellectual disabilities (IDs) have a severe delay in syntactic development compared with other language abilities. This study investigated conditions of syntactic development in native Japanese‐speaking children with ID.

Methods

Children with ID [N = 51; 18 autism spectrum disorders (ASD), 18 Down syndrome (DS) and 15 ID without ASD and DS] were compared with typically developing children (N = 78) with the same mental age (MA). The development of syntax in spoken language was examined by receptive and production tasks.

Results

The development of syntax in children with ID was significantly delayed than in typically developing children with the same MA. However, when reaching the MA of 7–9, syntax abilities started to develop remarkably. Moreover, children with ASD had significant difficulties in acquiring passive voice, whereas children with DS showed a significant delay in syntactic development.

Conclusions

The development of syntax in children with ID might be affected by MA and the type of disability. Moreover, it is necessary to exceed an MA of 7–9 years for children with ID to develop syntax abilities.