Eric Manders - Academia.edu (original) (raw)
Papers by Eric Manders
Journal of intellectual disability research : JIDR, 2016
This study aimed to compare developmental courses of structural and pragmatic language skills in ... more This study aimed to compare developmental courses of structural and pragmatic language skills in school-aged children with Williams syndrome (WS) and children with idiopathic intellectual disability (IID). Comparison of these language trajectories could highlight syndrome-specific developmental features. Twelve monolingual Dutch-speaking children with WS aged 5.10 to 13.3 years were assessed by means of standardised structural language tests measuring receptive and expressive vocabulary and sentence comprehension and production. Pragmatic language was evaluated by means of an expressive referential communication task and a retelling test. All of these language abilities were re-evaluated with the same measures after a period of 18 to 24 months. Performance was compared to 12 children with IID pairwise matched for chronological age (CA) and non-verbal fluid reasoning (Gf) at Time 1. Non-verbal mental age (NVMA) was taken into account when delineating developmental trajectories. Child...
Background: To provide an overview of books (fiction and non-fiction) in which characters showing... more Background: To provide an overview of books (fiction and non-fiction) in which characters showing fluency disorders appear. Attention is also paid to how they are depicted and how books can be used in a therapeutic context. Method: A thorough literature search of library catalogues, internet websites, including databases, and consultation of SLP’s working with persons who stutter (PWS). Results: Many books featuring PWS were found. These include biographies and other non-fictional books, classic and contemporary fictional stories, and books for children and young adults. Various therapeutic applications, such as in bibliotherapy, have been described. Conclusion: PWS are often portrayed in the popular media. Although they are sometimes represented negatively, many of them appear in the described stories and (auto)biographies as strong and courageous individuals. The therapeutic use of books can help to further strengthen their resilience.
Research in Developmental Disabilities, 2018
Exploratory study on cognitive abilities and social responsiveness in children with 22q11.2 delet... more Exploratory study on cognitive abilities and social responsiveness in children with 22q11.2 deletion syndrome (22q11DS) and children with idiopathic intellectual disability (IID)
Journal of Intellectual & Developmental Disability, 2016
Background Children with 22q11.2 deletion syndrome (22q11.2DS) are reported to have socio-communi... more Background Children with 22q11.2 deletion syndrome (22q11.2DS) are reported to have socio-communicative impairments. Although many of these children are diagnosed with intellectual disability (ID) and/or autism spectrum disorder (ASD), these populations are seldom used as control groups. Hence, information regarding syndrome-specific sociocommunicative challenges is lacking. Method Parental concerns regarding everyday communication were investigated by means of the Children's Communication Checklist-2-NL (Geurts, 2007). Twenty children with 22q11.2DS (chronological age 6 years-13 years 3 months) were compared to twenty-one children with idiopathic ID and twenty-three children with idiopathic ID and comorbid ASD. All groups were matched for fluid intelligence (Gf), chronological age and core language scores. Results Neglect or inadequate use of context information was more prevalent in children with 22q11.2DS than in children with idiopathic ID. Nonverbal communication seemed less impaired than in children with ID+ASD. Conclusion Pragmatic language skills and developmental trajectories in children with 22q11.2DS merit further investigation. allow us to describe subtle group differences. The following questions are addressed: (1) Do parents of children with 22q11.2DS report specific socio-communicative challenges in comparison to parents of children with ID, but different from those reported by parents of children with ID+ASD? (2) Do parents of children with 22q11.2DS and comorbid ASD diagnosis (n = 5, 25%) have different concerns regarding communicative behaviours than those of parents of children with 22q11.2DS only and parents of children with idiopathic ID+ASD? Methods Research design and matching procedure The 64 participants selected in the present study were a subgroup of an initial cohort consisting of 27 children with 22q11.2DS, 31 children with ID and 34 children with ID+ASD, all evaluated by means of a comprehensive language and cognitive assessment. A crosssectional group-matched research design was chosen. Exclusion criteria for all participants were prematurity (i.e. birth before 37 weeks), given its proven impact on language development (Barre, Morgan, Doyle, & Anderson, 2011; Crosbie, Holm, Wandschneider, & Hemsley, 2011), and severe sensorimotor deficits (hearing loss ≥ 40 dB HL or severe visual impairments). In addition, only monolingual Dutch-speaking children were included in the study. If this criterion was not met, a minimum of 3 years of full-time Dutch education needed to be demonstrated. This inclusion criterion was applied because of the impact of a multilingual environment on language development (Cummins, 2000; Paradis, Genessee, & Crago, 2011). Children with 22q11.2DS, were selected and contacted by the Center for Human Genetics (University Hospital Leuven, UZ Leuven). Children with idiopathic ID with or without ASD were recruited in several special needs schools in Flanders, Belgium. Children were first selected for their chronological age (primary school age, minimum age 6 years old) and the fact that no known genetic disorder was reported in the parents' survey, medical record or after an examination by a medical doctor. Children diagnosed with comorbid developmental disorders (AD(H)D, ASD) were excluded from the idiopathic ID control group. In the second control group, the ID+ASD group, the diagnosis of ASD had to be based on a diagnostic protocol applying gold standard measures, ADOS (Lord et al., 1999) and the ADI-R (Rutter et al., 2003) carried out by a child psychiatrist according to the criteria of the Diagnostic and Statistical Manual of Mental Disorders (4 th ed., DSM-IV; American
Evaluation of quality of life in people with aphasia. Eric Manders, K.U.Leuven/Lessius, Belgium.
P4. The impact of vocal warm-up exercises on the objective vocal quality in female students train... more P4. The impact of vocal warm-up exercises on the objective vocal quality in female students training to be speech language pathologists.
Journal of intellectual disability research : JIDR, 2016
This study aimed to compare developmental courses of structural and pragmatic language skills in ... more This study aimed to compare developmental courses of structural and pragmatic language skills in school-aged children with Williams syndrome (WS) and children with idiopathic intellectual disability (IID). Comparison of these language trajectories could highlight syndrome-specific developmental features. Twelve monolingual Dutch-speaking children with WS aged 5.10 to 13.3 years were assessed by means of standardised structural language tests measuring receptive and expressive vocabulary and sentence comprehension and production. Pragmatic language was evaluated by means of an expressive referential communication task and a retelling test. All of these language abilities were re-evaluated with the same measures after a period of 18 to 24 months. Performance was compared to 12 children with IID pairwise matched for chronological age (CA) and non-verbal fluid reasoning (Gf) at Time 1. Non-verbal mental age (NVMA) was taken into account when delineating developmental trajectories. Child...
Background: To provide an overview of books (fiction and non-fiction) in which characters showing... more Background: To provide an overview of books (fiction and non-fiction) in which characters showing fluency disorders appear. Attention is also paid to how they are depicted and how books can be used in a therapeutic context. Method: A thorough literature search of library catalogues, internet websites, including databases, and consultation of SLP’s working with persons who stutter (PWS). Results: Many books featuring PWS were found. These include biographies and other non-fictional books, classic and contemporary fictional stories, and books for children and young adults. Various therapeutic applications, such as in bibliotherapy, have been described. Conclusion: PWS are often portrayed in the popular media. Although they are sometimes represented negatively, many of them appear in the described stories and (auto)biographies as strong and courageous individuals. The therapeutic use of books can help to further strengthen their resilience.
Research in Developmental Disabilities, 2018
Exploratory study on cognitive abilities and social responsiveness in children with 22q11.2 delet... more Exploratory study on cognitive abilities and social responsiveness in children with 22q11.2 deletion syndrome (22q11DS) and children with idiopathic intellectual disability (IID)
Journal of Intellectual & Developmental Disability, 2016
Background Children with 22q11.2 deletion syndrome (22q11.2DS) are reported to have socio-communi... more Background Children with 22q11.2 deletion syndrome (22q11.2DS) are reported to have socio-communicative impairments. Although many of these children are diagnosed with intellectual disability (ID) and/or autism spectrum disorder (ASD), these populations are seldom used as control groups. Hence, information regarding syndrome-specific sociocommunicative challenges is lacking. Method Parental concerns regarding everyday communication were investigated by means of the Children's Communication Checklist-2-NL (Geurts, 2007). Twenty children with 22q11.2DS (chronological age 6 years-13 years 3 months) were compared to twenty-one children with idiopathic ID and twenty-three children with idiopathic ID and comorbid ASD. All groups were matched for fluid intelligence (Gf), chronological age and core language scores. Results Neglect or inadequate use of context information was more prevalent in children with 22q11.2DS than in children with idiopathic ID. Nonverbal communication seemed less impaired than in children with ID+ASD. Conclusion Pragmatic language skills and developmental trajectories in children with 22q11.2DS merit further investigation. allow us to describe subtle group differences. The following questions are addressed: (1) Do parents of children with 22q11.2DS report specific socio-communicative challenges in comparison to parents of children with ID, but different from those reported by parents of children with ID+ASD? (2) Do parents of children with 22q11.2DS and comorbid ASD diagnosis (n = 5, 25%) have different concerns regarding communicative behaviours than those of parents of children with 22q11.2DS only and parents of children with idiopathic ID+ASD? Methods Research design and matching procedure The 64 participants selected in the present study were a subgroup of an initial cohort consisting of 27 children with 22q11.2DS, 31 children with ID and 34 children with ID+ASD, all evaluated by means of a comprehensive language and cognitive assessment. A crosssectional group-matched research design was chosen. Exclusion criteria for all participants were prematurity (i.e. birth before 37 weeks), given its proven impact on language development (Barre, Morgan, Doyle, & Anderson, 2011; Crosbie, Holm, Wandschneider, & Hemsley, 2011), and severe sensorimotor deficits (hearing loss ≥ 40 dB HL or severe visual impairments). In addition, only monolingual Dutch-speaking children were included in the study. If this criterion was not met, a minimum of 3 years of full-time Dutch education needed to be demonstrated. This inclusion criterion was applied because of the impact of a multilingual environment on language development (Cummins, 2000; Paradis, Genessee, & Crago, 2011). Children with 22q11.2DS, were selected and contacted by the Center for Human Genetics (University Hospital Leuven, UZ Leuven). Children with idiopathic ID with or without ASD were recruited in several special needs schools in Flanders, Belgium. Children were first selected for their chronological age (primary school age, minimum age 6 years old) and the fact that no known genetic disorder was reported in the parents' survey, medical record or after an examination by a medical doctor. Children diagnosed with comorbid developmental disorders (AD(H)D, ASD) were excluded from the idiopathic ID control group. In the second control group, the ID+ASD group, the diagnosis of ASD had to be based on a diagnostic protocol applying gold standard measures, ADOS (Lord et al., 1999) and the ADI-R (Rutter et al., 2003) carried out by a child psychiatrist according to the criteria of the Diagnostic and Statistical Manual of Mental Disorders (4 th ed., DSM-IV; American
Evaluation of quality of life in people with aphasia. Eric Manders, K.U.Leuven/Lessius, Belgium.
P4. The impact of vocal warm-up exercises on the objective vocal quality in female students train... more P4. The impact of vocal warm-up exercises on the objective vocal quality in female students training to be speech language pathologists.