The Role of Social Interaction in Speech-Processing among Children of Down Syndrome: A Cognitive Approach

Abstract

Speech processing is one of the key processes involved in the cognitive, language, and social development of children worldwide, and of immense importance for those with Down syndrome who face delays in speech and language development. The current study was conducted to examine the effect of social interaction, the role of parents and teachers, and the application of audio-visual media on the speech processing abilities in children with Down syndrome. A mixed- methods approach was used to conduct the study, which involved both quantitative and qualitative methods of investigation. Quantitative data were collected from a sample of 35 respondents (25 Parents and 10 Teachers) via a structured questionnaire. Reliability analysis, compute mean functioning, and multiple regression analysis tests were done by SPSS software. Reliability analysis was carried out on the data to ascertain the relationship between the variables and the regression analysis to ascertain the contribution of the variables to the dependent variable. Reliability analysis yielded a very high level of the constructs‟ reliability on the criteria for acceptability since Cronbach's alpha value surpassed the expected threshold. Regression analysis also identified participants‟ social interaction, the contribution of parents and the teacher, and the participation of audio-visual aids to have contributed to the improved speech-processing capabilities and identified the former factor as the most critical. To support the results from the qualitative study, information was collected from 25 Down syndrome children with the help of their parents and teachers through a series of structured interviews. Thematic analysis was used to analyze interview questions. The qualitative results confirmed the significance of emotional bonding, guided interaction, scaffolding, imitation, and constant stimulation through visual and auditory means. The qualitative findings were found to strongly support Vygotsky‟s Zone of Proximal Development. In summary, the research concludes that the processing of verbal communication by children suffering from Down syndrome is not segmented in their cognitive processes but is intertwined with environmental aspects. The paper highlights the need for the involvement of families, educational institutions, as well as audiovisual interventions, as the observations have emphasized the importance of such involvement