Yen Nguyen
Psychology and Education Department, Vietnam National Academy of Educational Management, Hanoi, Vietnam
Ben Phạm
Faculty of Special Education, Hanoi National University of Education, Hanoi, Vietnam
Hang Phạm
Research Center for General Education Development, Vietnam National Institute of Educational Sciences, Hanoi, Vietnam
Van Phạm
VietSpeech EDU Early Intervention Center, Hanoi, Vietnam
Thu Dinh
Faculty of Special Education, Hanoi National University of Education, Hanoi, Vietnam
Phuong Nguyen
Faculty of Special Education, Hanoi National University of Education, Hanoi, Vietnam
Thanh Nguyen
Psychology and Education Department, Vietnam National Academy of Educational Management, Hanoi, Vietnam
Prader-Willi Syndrome (PWS), a low incidence genetic syndrome, exhibits complex difficulties characterized by infantile hypotonia and feeding, motor, cognition, behavioral phenotype, and hypoplasia. Children with PWS also may demonstrate delay in language development. However, this has not been well-investigated in research. To date, there is no research reporting the speech and language abilities of Vietnamese speaking population with PWS. This case report is the first attempt to describe the speech and language profile of a Vietnamese-speaking child with PWS. A 5-year-old boy with PWS participated in the study by completing speech and language tasks available in the Vietnamese language, including oral motor, speech accuracy, intelligibility, speech participation, receptive and expressive vocabulary, sentence repetition, rapid naming, phonological awareness skills, nonword repetition and telling and retelling stories. The performances of the majority of the tasks were digitally audio-recorded, then transcribed for speech and language analysis. The tasks’ scores were calculated then compared to the corresponding results available for typically developing same-aged peers and those with speech and language disorders. The child’s scores demonstrated poor oral motor skills, severe impairment of speech accuracy, and low speech intelligibility and participation. Language skills were low in vocabulary, grammar and narrative skills. Despite some facial abnormalities, the child demonstrated normal vocal characteristics. This case report supports the fact that Vietnamese individuals with PWS may experience a delay in language development compared to typically developing peers, even though the individuals receive early intervention services; therefore, continually speech and language support the individuals in mainstream school is essential.
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Copyright © 2024 Yen Nguyen, Ben Phạm, Hang Phạm, Van Phạm, Thu Dinh, Phuong Nguyen, Thanh Nguyen
This is an open access article under the Creative Commons Attribution 4.0 International License.
