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Frizelle P, McMullan E, Looney E, Dahly D, O'Toole C, Hart N. The Feasibility of an Online Language Program Delivered Through Music and the Impact of Dosage on Vocabulary Outcomes in Young Children With Down Syndrome. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024:1-21. [PMID: 38861452 DOI: 10.1044/2024_ajslp-23-00375] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2024]
Abstract
BACKGROUND Few studies have explored the feasibility of online language interventions for young children with Down syndrome. Additionally, none have manipulated dose frequency or reported on the use of music as a medium through which language and sign can be learned. PURPOSE The purpose of this study was to (a) examine the feasibility and acceptability of an online language through music intervention for young children (1-3;6 years) with Down syndrome and (b) compare effectiveness at two intervention dose frequencies. METHOD The study was carried out in two phases using a mixed-methods design. Phase 1: Qualitative data were gathered from parents to examine feasibility when implementing a video-based language intervention. Phase 2: Seventy-six families participated in an online language intervention at home. Effectiveness was examined comparing two groups, randomly assigned to a high and low dose frequency. The Down Syndrome Education (DSE) checklists (combined) were the primary outcome measure. Process data were gathered to determine intervention acceptability in practice and to identify factors that would improve successful future implementation. Acceptability data were analyzed with reference to the theoretical framework of acceptability (Version 2). RESULTS Forty-three parents completed the Phase 1 scoping questionnaire, five of whom took part in focus groups. Once weekly morning sessions were indicated as the preferred scheduling choice. Phase 2 quantitative data were analyzed using beta regression adjusted for baseline scores and indicated no additional benefit to receiving the higher dose. However, exploratory interaction models suggested that the efficacy of the high-dose intervention was higher (than low-dose intervention) in participants with higher baseline DSE performance. Parents perceived the intervention to be effective and positive for the family. CONCLUSION The results add to our knowledge of real-world effective online interventions and suggest that a critical minimum language level is required for children with Down syndrome to benefit optimally from a higher intervention dose frequency. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25979704.
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Affiliation(s)
- Pauline Frizelle
- Department of Speech and Hearing Sciences, University College Cork, Ireland
| | - Eva McMullan
- Department of Music, University College Cork, Ireland
| | - Eibhlín Looney
- Department of Speech and Hearing Sciences, University College Cork, Ireland
| | - Darren Dahly
- School of Public Health, University College Cork, Ireland
| | - Ciara O'Toole
- Department of Speech and Hearing Sciences, University College Cork, Ireland
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Pak NS, Peredo TN, Madero Ucero AP, Kaiser AP. EMT en Español Para Autismo: A Collaborative Communication Intervention Approach and Single Case Design Pilot Study. J Autism Dev Disord 2024:10.1007/s10803-024-06322-5. [PMID: 38613594 DOI: 10.1007/s10803-024-06322-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/12/2024] [Indexed: 04/15/2024]
Abstract
The primary purpose of the current pilot study was to test the effects of an adapted and collaborative intervention model with a systematic teaching approach on Latina Spanish-speaking caregivers' use of EMT en Español Para Autismo strategies with their young children on the autism spectrum. A multiple baseline across behaviors single case design was replicated across two dyads. A series of family interviews and a direct therapist-child intervention phase supported individualization of the intervention. Families were provided speech generating devices as part of their children's intervention protocol. Caregivers were taught to use EMT en Español Para Autismo strategies with aided language input. Strategies included contingent target-level and proximal target-level language modeling, linguistic expansions, and communication elicitations. Secondary variables measured included generalization of strategy use to unsupported interactions and at a 2-month follow-up, child communication outcomes, and social validity. There was a strong functional relation for one dyad between the adapted and collaborative intervention and caregiver use of EMT strategies. The functional relation was weakened by behavioral covariation for the other dyad. Children increased the quantity and diversity of their communication during the study. Caregivers generalized their use of most EMT strategies and reported most aspects of the approach to be socially valid. The current study provides an initial demonstration of an effective model for adaptation and individualization of naturalistic developmental behavioral interventions for Latino Spanish-speaking families with children on the autism spectrum.
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Affiliation(s)
- Natalie S Pak
- Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN, USA.
- Department of Communication Sciences and Disorders, University of South Florida, Tampa, FL, USA.
| | | | - Ana Paula Madero Ucero
- Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN, USA
| | - Ann P Kaiser
- Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN, USA
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Romski M, Sevcik RA, Barton-Hulsey A, Fisher E, King M, Albert P, Kaldes G, Walters C. Parent-implemented augmented communication intervention and young children with Down syndrome: an exploratory report. Front Psychol 2023; 14:1168599. [PMID: 37384179 PMCID: PMC10299806 DOI: 10.3389/fpsyg.2023.1168599] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2023] [Accepted: 05/22/2023] [Indexed: 06/30/2023] Open
Abstract
Introduction Young children with Down syndrome (DS) present with speech and language impairments very early in childhood. Historically, early language intervention for children with DS included manual signs, though recently there has been an interest in the use of speech-generating devices (SGDs). This paper examines the language and communication performance of young children with DS who participated in parent-implemented communication interventions that included SGDs. Specifically, we compared the functional vocabulary usage and communication interaction skills of children with DS who received augmented communication interventions (AC) that included an SGD with those children with DS who received spoken communication intervention (SC). Methods Twenty-nine children with DS participated in this secondary data analysis. These children were part of one of two longitudinal RCT studies investigating the effectiveness of parent-implemented augmented communication interventions in a larger sample of 109 children with severe communication and language impairments. Results There were significant differences between children with DS in the AC and SC groups in terms of the number and proportion of functional vocabulary targets used and the total vocabulary targets provided during the intervention at sessions 18 (lab)and 24 (home). Discussion Overall, the AC interventions provided the children with a way to communicate via an SGD with visual-graphic symbols and speech output, while the children in the SC intervention were focused on producing spoken words. The AC interventions did not hinder the children's spoken vocabulary development. Augmented communication intervention can facilitate the communication abilities of young children with DS as they are emerging spoken communicators.
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Affiliation(s)
- MaryAnn Romski
- Departments of Communication and Psychology, Georgia State University, Atlanta, GA, United States
| | - Rose A. Sevcik
- Department of Psychology, Georgia State University, Atlanta, GA, United States
| | - Andrea Barton-Hulsey
- Department of Communication Sciences and Disorders, Florida State University, Tallahassee, FL, United States
| | - Evelyn Fisher
- Center for Development and Disability, University of New Mexico, Albuquerque, NM, United States
| | - Marika King
- Department of Psychology, Georgia State University, Atlanta, GA, United States
| | - Phebe Albert
- Department of Psychology, Georgia State University, Atlanta, GA, United States
| | - Gal Kaldes
- Department of Psychology, Georgia State University, Atlanta, GA, United States
| | - Casy Walters
- Department of Psychology, Georgia State University, Atlanta, GA, United States
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Mattie LJ, Fanta D. Joint engagement and early language abilities in young children with Down syndrome. Front Psychol 2023; 14:1152559. [PMID: 37207029 PMCID: PMC10191142 DOI: 10.3389/fpsyg.2023.1152559] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Accepted: 04/05/2023] [Indexed: 05/21/2023] Open
Abstract
Introduction Early social strengths likely serve as a foundation for language acquisition for young children with Down syndrome (DS). One way to characterize early social skills is to examine a child's engagement with a caregiver around an object of interest. The current study examines joint engagement in young children with DS and its relation to language abilities at two-time points in early development. Methods Participants were 16 young children with DS and their mothers. At two time points, mother-child free plays were completed and coded for joint engagement. Language abilities were measured at both time points using the Vineland Adaptive Behavior Scales 3rd edition and the number of words understood and produced on the MacArthur-Bates Communication Development Inventory. Results Young children with DS spent more time in supported joint engagement than coordinated joint engagement at both time points. Using a weighted joint engagement variable, children with DS who had higher weighted joint engagement had lower expressive language raw scores on the Vineland when controlling for age at Time 1. At Time 2, children with DS who had higher weighted joint engagement had higher expressive and receptive language raw scores on the Vineland when controlling for age. Predictively, children with DS who had a higher weighted joint engagement at Time 1 had a lower number of words produced at Time 2 when controlling for age at Time 1. Discussion Our results suggest that young children with DS may compensate for their difficulties with language by using joint engagement. These results highlight the importance of teaching parents to be responsive during interactions with their child to move them into both supported and coordinated engagement, which in turn may foster language development.
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Rispoli M, Shannon E, Voorhis C, Lang R, Mason R, Kelleher B. Telehealth Training in Naturalistic Communication Intervention for Mothers of Children with Angelman Syndrome. ADVANCES IN NEURODEVELOPMENTAL DISORDERS 2022; 6:549-566. [PMID: 36160311 PMCID: PMC9483349 DOI: 10.1007/s41252-022-00284-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/07/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVES Young children with Angelman syndrome have significant delays in expressive communication. Parents of children with Angelman syndrome require training to support their child's communication development. Unfortunately, parent training focused on the needs of families of children with rare genetic syndromes is unavailable to many families. The purpose of this study was to evaluate a telehealth parent training program on naturalistic communication intervention for young children with Angelman syndrome. METHODS Using two single-case multiple baseline designs across a total of six parent-child dyads, we evaluated the effects of a telehealth parent training program on parent implementation fidelity of a naturalistic communication intervention, child communication, and child engagement. RESULTS With the telehealth parent training program, parent implementation fidelity of naturalistic communication intervention improved, maintained and generalized to untrained home routines. Small effects on child communication and engagement were observed during the program. CONCLUSIONS Parents of children with Angelman syndrome were successfully taught via telehealth to implement a naturalistic communication intervention with their child at home. Additional research is needed to promote positive child communication outcomes through parent-mediated intervention.
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Affiliation(s)
- Mandy Rispoli
- Department of Curriculum, Instruction, and Special Education, University of Virginia, PO Box 400273, Charlottesville, VA 22904 USA
| | | | | | | | - Rose Mason
- Purdue University, West Lafayette, IN USA
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Smeyne CN, Esbensen AJ, Schworer EK, Belizaire S, Hoffman EK, Beebe DW, Wiley S. Evaluating Verbal Fluency Outcome Measures in Children With Down Syndrome. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2022; 127:328-344. [PMID: 36122330 PMCID: PMC9487840 DOI: 10.1352/1944-7558-127.4.328] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/18/2021] [Accepted: 09/28/2021] [Indexed: 05/26/2023]
Abstract
This study evaluates the psychometric properties of a verbal fluency task for potential use as an outcome measure in future clinical trials involving children with Down syndrome. Eighty-five participants attempted a modified version of the Neuropsychological Assessment of Children, Second Edition Word Generation Task at two time points. In the full sample, the measure fell below a priori reliability and feasibility criteria, though feasibility of the semantic trials were higher than feasibility of the phonemic trials. Performance on the measure correlated with chronological age and IQ scores, and no sex-related effects were found. Additional analyses suggested that the semantic verbal fluency trials might be appropriate for children with Down syndrome 10 years of age and older.
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Affiliation(s)
- Catelyn N. Smeyne
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center
| | - Anna J. Esbensen
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center
- Department of Pediatrics, University of Cincinnati College of Medicine
| | - Emily K. Schworer
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center
| | - Shequanna Belizaire
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center
| | - Emily K. Hoffman
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center
| | - Dean W. Beebe
- Department of Pediatrics, University of Cincinnati College of Medicine
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children’s Hospital Medical Center
| | - Susan Wiley
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center
- Department of Pediatrics, University of Cincinnati College of Medicine
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Moraleda-Sepúlveda E, López-Resa P, Pulido-García N, Delgado-Matute S, Simón-Medina N. Language Intervention in Down Syndrome: A Systematic Literature Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19106043. [PMID: 35627579 PMCID: PMC9140510 DOI: 10.3390/ijerph19106043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 05/09/2022] [Accepted: 05/10/2022] [Indexed: 11/30/2022]
Abstract
Language is one of the most affected areas in people with Down syndrome and is one of the most influential throughout their development. That is why the linguistic difficulties presented by this group are susceptible to treatment through different specific interventions. However, little emphasis has been placed on the effectiveness and importance of this type of intervention in improving their language skills. Therefore, this work aimed to carry out a systemic literature review of language intervention programs that have been carried out in the last 20 years. To this end, a total of 18 articles were analyzed in which the effectiveness of different types of treatment related to oral language, written language and communication, in general, was studied, using the guidelines of the PRISMA Statement and the COSMIN methodology. The results highlight that language intervention improves linguistic levels in people with Down Syndrome. Most of the research focuses on early interventions and interventions carried out through individual sessions. Nevertheless, the data are unanimous in considering the efficacy and effectiveness of the proposed treatments for improving the language skills of people with Down syndrome. Thus, linguistic intervention is a fundamental area of work throughout the lives of people with Down syndrome.
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Affiliation(s)
- Esther Moraleda-Sepúlveda
- Facultad de Ciencias de la Salud, Universidad de Castilla-La Mancha, 45600 Talavera de la Reina, Spain; (P.L.-R.); (N.P.-G.); (S.D.-M.)
- Correspondence:
| | - Patricia López-Resa
- Facultad de Ciencias de la Salud, Universidad de Castilla-La Mancha, 45600 Talavera de la Reina, Spain; (P.L.-R.); (N.P.-G.); (S.D.-M.)
| | - Noelia Pulido-García
- Facultad de Ciencias de la Salud, Universidad de Castilla-La Mancha, 45600 Talavera de la Reina, Spain; (P.L.-R.); (N.P.-G.); (S.D.-M.)
| | - Soraya Delgado-Matute
- Facultad de Ciencias de la Salud, Universidad de Castilla-La Mancha, 45600 Talavera de la Reina, Spain; (P.L.-R.); (N.P.-G.); (S.D.-M.)
| | - Natalia Simón-Medina
- Facultad de Educación de Toledo, Universidad de Castilla-La Mancha, 45005 Toledo, Spain;
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Quinn ED, Cotter K, Kurin K, Brown K. Conducting a Community Engagement Studio to Adapt Enhanced Milieu Teaching. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:1095-1113. [PMID: 35007426 PMCID: PMC9567404 DOI: 10.1044/2021_ajslp-21-00100] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 08/11/2021] [Accepted: 09/25/2021] [Indexed: 06/14/2023]
Abstract
PURPOSE Barriers to implementing evidence-based practices occur at various levels. Stakeholder input is required to identify challenges specific to clinical practice settings, client populations, and service delivery approaches. The purpose of this project was to solicit feedback from stakeholders on the telepractice service delivery and implementation strategies proposed for a future study of enhanced milieu teaching (EMT) in rural counties. METHOD A Community Engagement Studio was conducted with 11 caregivers of children with language delays living in rural counties. Caregivers and the researchers discussed early intervention service delivery for children with language delays in rural Oregon and the proposed telepractice EMT procedures. Researchers gathered feedback on three intervention components: session frequency and schedule, implementation strategies to encourage caregivers' use of EMT, and performance feedback techniques to teach caregivers. RESULTS Findings from the Community Engagement Studio led to four primary modifications to the telepractice EMT study protocol. The principal investigator increased available days and times for intervention sessions and added text-message reminders for parents. A survey was also added for caregivers to identify their preferences for additional implementation strategies (e.g., tip sheets, checklist, e-mailed session summaries) and graphic representations of performance feedback (e.g., bar graph, radial graph, mountain climber infographic). CONCLUSION Community Engagement Studios are a promising method for increasing community engagement in clinical research and soliciting stakeholder feedback on evidence-based intervention adaptations. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.17774819.
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Affiliation(s)
- Emily D. Quinn
- Institute on Development and Disability, Department of Pediatrics, Oregon Health & Science University, Portland
| | - Kathleen Cotter
- Institute on Development and Disability, Department of Pediatrics, Oregon Health & Science University, Portland
| | - Kim Kurin
- Institute on Development and Disability, Department of Pediatrics, Oregon Health & Science University, Portland
| | - Kim Brown
- Community Outreach, Research, and Engagement, Oregon Clinical and Translational Research Institute, Oregon Health & Science University, Portland
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Kwok E, Cermak CA, Hatherly K, Cunningham BJ. Intervention Goals for Preschoolers With Language Difficulties and Disorders: A Scoping Review Using the International Classification of Functioning, Disability and Health Framework. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:1-70. [PMID: 35302873 DOI: 10.1044/2021_ajslp-21-00226] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE The primary aim of this scoping review was to categorize language therapy goals reported in intervention studies for preschoolers (i.e., children from birth to 5;0 [years;months]) with language difficulties and disorders within the World Health Organization's International Classification of Functioning, Disability and Health (ICF) framework. A secondary aim was to determine whether different therapy goals were reported for two language difficulty/disorder subtypes (i.e., comparing language difficulty/disorder associated with a biomedical condition to those without an associated biomedical condition). METHOD The scoping review followed Arksey and O'Malley (2005) guidelines. Articles were retrieved from speechBITE, with age (under 5 years), intervention area (language), and study design (all but systematic reviews and clinical practice guidelines) specified as inclusion criteria. Language goals were extracted and categorized into the ICF components, and the distribution of goals across ICF components was compared for studies involving children with the two language difficulty/disorder subtypes. RESULTS A total of 287 articles were identified; 140 met inclusion criteria. Of the 293 goals extracted, 48% aligned with the activities component of the ICF framework, followed by participation (26%), environmental factors (20%), body functions and structures (3%), and personal factors (3%). Most participation-focused goals were reported from intervention studies involving preschoolers with a language difficulty/disorder associated with a biomedical condition. CONCLUSIONS Few participation-focused goals were reported in intervention studies for preschoolers with language difficulty/disorder without an associated condition. Future work is needed to support integrating the ICF framework in goal setting for both research and practice.
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Affiliation(s)
- Elaine Kwok
- CanChild, McMaster University, Institute of Applied Health Sciences, Hamilton, Ontario, Canada
- Richard and Roxelyn Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Carly A Cermak
- School of Communication Sciences and Disorders, London, Ontario, Canada
| | - Kathryn Hatherly
- School of Communication Sciences and Disorders, London, Ontario, Canada
| | - Barbara Jane Cunningham
- CanChild, McMaster University, Institute of Applied Health Sciences, Hamilton, Ontario, Canada
- School of Communication Sciences and Disorders, London, Ontario, Canada
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Lorang E, Maltman N, Venker C, Eith A, Sterling A. Speech-language pathologists’ practices in augmentative and alternative communication during early intervention. Augment Altern Commun 2022; 38:41-52. [PMID: 35422176 PMCID: PMC9549491 DOI: 10.1080/07434618.2022.2046853] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022] Open
Abstract
This survey study examined augmentative and alternative communication (AAC) practices reported by early intervention speech-language pathologists (SLPs) across the United States (N = 376). The study examined (a) types of AAC that SLPs reported using (i.e., sign language, photographs, pictures, symbols, talking switches, and iPad apps or dedicated speech-generating devices); (b) SLPs' perspectives on the influence of child spoken language ability on AAC recommendations; (c) factors that influenced AAC decision-making within early intervention; and (d) perceived barriers associated with AAC implementation. SLPs reported that they were significantly more likely to introduce all types of AAC to children without spoken language abilities compared to children in later stages of language development. On average, they were most likely to report using or recommending sign language and photographs, and least likely to report using or recommending talking switches or speech-generating devices. Of the options provided, child expressive and receptive language abilities were rated as the most important factors to consider when determining AAC use, followed by cognitive ability, diagnosis, and chronological age. SLPs identified caregiver buy-in and carryover across providers as the most significant barriers to AAC implementation. Recommendations for future research and current AAC practices within early intervention are discussed.
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Affiliation(s)
- Emily Lorang
- Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI, USA
| | - Nell Maltman
- Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
| | - Courtney Venker
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, MI, USA
| | - Alyson Eith
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI, USA
| | - Audra Sterling
- Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI, USA
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Frizelle P, Lyons C. The development of a core key word signing vocabulary (Lámh) to facilitate communication with children with down syndrome in the first year of mainstream primary school in Ireland. Augment Altern Commun 2022; 38:53-66. [PMID: 35416724 DOI: 10.1080/07434618.2022.2050298] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022] Open
Abstract
Key word signing, an unaided augmentative, and alternative communication (AAC) system is commonly used by children with Down syndrome who attend mainstream primary schools. To ensure the successful use of key word signing within a mainstream environment, a meaningful, contextually appropriate sign vocabulary must be available to all communication partners. The aim of this study was to develop a core school-based key word signing vocabulary to facilitate effective communication between children with Down syndrome and their communication partners in the first year of mainstream primary school. Four key groups-participants with Down syndrome, their peers, teachers, and special needs assistants-and a speech-language pathologist contributed to the vocabulary over the course of an academic year, through observations, semi-structured interviews, and guided tours of the school environment. Based on criteria of frequency and commonality, 140 words were considered to be core vocabulary. The current study provides new insights into the complex process of vocabulary selection for children who use key word signing at school and highlights the importance of access to a functional sign vocabulary in facilitating inclusive education practices.
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Affiliation(s)
- Pauline Frizelle
- Department of Speech and Hearing Sciences, University College Cork, Cork, Ireland
| | - Caoimhe Lyons
- Department of Speech and Hearing Sciences, University College Cork, Cork, Ireland
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McLeod RH. Effects of Coaching and Data-based Feedback on Teacher Implementation of Enhanced Milieu Teaching (EMT). READING PSYCHOLOGY 2021. [DOI: 10.1080/02702711.2021.1968086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Ragan H. McLeod
- Department of Special Education and Multiple Abilities, University of Alabama, Tuscaloosa, Alabama, USA
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13
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Quinn ED, Kaiser AP, Ledford J. Hybrid Telepractice Delivery of Enhanced Milieu Teaching: Effects on Caregiver Implementation and Child Communication. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:3074-3099. [PMID: 34289320 PMCID: PMC9128738 DOI: 10.1044/2021_jslhr-20-00430] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Revised: 11/06/2020] [Accepted: 03/23/2021] [Indexed: 05/22/2023]
Abstract
Purpose This study investigated the effects of enhanced milieu teaching (EMT) on caregiver implementation of language support strategies and child communication skills using a hybrid telepractice service delivery model. Method Four caregivers and children with language delays aged 18-27 months participated in a multiple baseline across behaviors single-case research design. The therapist provided EMT to each caregiver-child dyad using a hybrid telepractice service delivery model with approximately 40% in-person and 60% telepractice sessions. Caregivers were taught to use five EMT language support strategies: matched turns, target talk, expansions, time delays, and milieu teaching episodes. Caregiver instruction followed the Teach-Model-Coach-Review approach. Caregiver outcomes were two measures of EMT implementation fidelity, accuracy, and frequency of EMT strategy use. Accuracy was measured by the percentage of spoken turns in which caregivers used each strategy correctly. Frequency was measured by the number of spoken turns in which caregivers used each strategy correctly. Child outcomes were number of communication acts, weighted count of communication acts, and number of different words. Results There was a functional relation between the intervention and the accuracy of EMT strategy use for all four dyads, and the frequency of strategy use for three dyads. Caregiver use of EMT strategies maintained for 6 weeks post-intervention. After caregivers learned EMT strategies, gradual increases in the number of communication acts, weighted count of communication acts, and number of different words occurred for three children. Conclusion Results demonstrate the preliminary efficacy of using a hybrid telepractice service delivery model to teach caregivers EMT language support strategies. Supplemental Material https://doi.org/10.23641/asha.14977605.
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Affiliation(s)
- Emily D. Quinn
- Institute on Development and Disability, Department of Pediatrics, Oregon Health & Science University, Portland
| | - Ann P. Kaiser
- Department of Special Education, Vanderbilt University, Nashville, TN
| | - Jennifer Ledford
- Department of Special Education, Vanderbilt University, Nashville, TN
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Generalized Effects of Naturalistic Social Communication Intervention for Minimally Verbal Children with Autism. J Autism Dev Disord 2020; 51:75-87. [DOI: 10.1007/s10803-020-04521-4] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Romano M, Kaiser A, Lounds-Taylor J, Woods J. Rates of Prelinguistic Communication and Early Symbol Use in Young Children With Down Syndrome: Using a Progress-Monitoring Tool to Model Growth. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:49-62. [PMID: 31697567 DOI: 10.1044/2019_ajslp-19-0016] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
Purpose This study aims to provide descriptive data on rates of expressive communication skill use in young children with Down syndrome (DS) across early childhood. Children with DS are known to have delays in expressive communication, but there are little current data on rates of communication in early skills, such as gestures, vocalizations, words, and word combinations. In addition, few studies use measures that offer a composite or "across-skills" view of early development across time. Method This article used a longitudinal descriptive design to generate growth curves for expected rates of communication in young children with DS in 4 major skill elements as measured by the Individual Growth and Development Indicator-Early Communication Index. Using data from 19 children aged 11-42 months with DS, we used hierarchical linear modeling to generate growth curves for children with DS while comparing them to the benchmarked data available for children who are typically developing. Results Results indicate relative strengths in gesture use, a longer period of vocalizations, and lower rates of growth in single and multiple word combinations across time. Children differed significantly from one another on all parameters. Conclusion These data indicate a need to develop and research interventions to support the transition from gestures to words and that support early word combinations in young children with DS.
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Affiliation(s)
- Mollie Romano
- School of Communication Science & Disorders, Florida State University, Tallahassee
| | - Ann Kaiser
- Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN
| | | | - Juliann Woods
- School of Communication Science & Disorders, Florida State University, Tallahassee
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Parents' perceptions of functional abilities in people with Down syndrome. Am J Med Genet A 2018; 179:161-176. [DOI: 10.1002/ajmg.a.61004] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2018] [Revised: 10/08/2018] [Accepted: 11/05/2018] [Indexed: 11/07/2022]
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Seager E, Mason-Apps E, Stojanovik V, Norbury C, Bozicevic L, Murray L. How do maternal interaction style and joint attention relate to language development in infants with Down syndrome and typically developing infants? RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 83:194-205. [PMID: 30248582 DOI: 10.1016/j.ridd.2018.08.011] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2017] [Revised: 07/17/2018] [Accepted: 08/20/2018] [Indexed: 06/08/2023]
Abstract
Down syndrome (DS) is more detrimental to language acquisition compared to other forms of learning disability. It has been shown that early social communication skills are important for language acquisition in the typical population; however few studies have examined the relationship between early social communication and language in DS. The aim of the current study is to compare the relationship between joint attention and concurrent language skills, and maternal interactive style and concurrent language skills in infants with DS and in typically developing (TD) infants matched for mental age. We also investigated if these relationships differ between children with DS and TD children. Twenty-five infants with DS (17-23 months) and 30 TD infants (9-11 months) were assessed on measures of joint attention, maternal interactive style and language. The results indicated a significant positive relationship between responding to joint attention (RJA) and concurrent language for the DS group, and a significant positive relationship between maternal positive expressed emotion (PEEM) and concurrent language for the TD group. We hypothesise that different social-communication factors are associated with language skills in DS, at least between 17 and 23 months of age compared to TD infants of similar non-verbal and general language abilities.
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Affiliation(s)
- Emily Seager
- School of Psychology and Clinical Language Sciences, Earley Gate, University of Reading, RG6 6AL, United Kingdom.
| | - Emily Mason-Apps
- School of Psychology, King Henry Building, University of Portsmouth, PO1 2DY, United Kingdom
| | - Vesna Stojanovik
- Division of Psychology and Language Sciences, Chandler House, University College London, WC1N, United Kingdom
| | - Courtenay Norbury
- Division of Psychology and Language Sciences, Chandler House, University College London, WC1N, United Kingdom
| | - Laura Bozicevic
- School of Psychology and Clinical Language Sciences, Earley Gate, University of Reading, RG6 6AL, United Kingdom
| | - Lynne Murray
- School of Psychology and Clinical Language Sciences, Earley Gate, University of Reading, RG6 6AL, United Kingdom
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Lorang E, Sterling A, Schroeder B. Maternal Responsiveness to Gestures in Children With Down Syndrome. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 27:1018-1029. [PMID: 29971356 PMCID: PMC6195023 DOI: 10.1044/2018_ajslp-17-0138] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2017] [Revised: 01/16/2018] [Accepted: 03/19/2018] [Indexed: 05/28/2023]
Abstract
PURPOSE This study compared gesture use in young children with Down syndrome (DS) and typical development (TD) as well as how mothers respond to child gestures based on child age and diagnosis. METHOD Twenty-two mother-child dyads with DS and 22 mother-child dyads with TD participated. The child participants were between 22 and 63 months and were matched on chronological age. We coded child gesture use and whether mothers recoded child gestures (i.e., provided a verbal translation) during naturalistic interactions. RESULTS The children with DS used more gestures than peers with TD. After controlling for expressive language ability, the two groups were not significantly different on child gesture use. Regardless of child diagnosis, mothers recoded approximately the same percentage of child gestures. There was a significant interaction between child diagnosis and child age when predicting the percentage of maternal gesture recodes; mothers of children with DS did not demonstrate differences in the percentage of maternal gesture recodes based on child age, but there was a negative relationship between the percentage of maternal gesture recodes and child age for the children with TD. CONCLUSIONS Young children with DS gesture more than chronological age-matched children with TD, therefore providing numerous opportunities for caregivers to recode child gestures and support language development. Early intervention should focus on increasing parent responsiveness to child gestures earlier in life in order to provide additional word-learning opportunities for children with DS.
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Affiliation(s)
- Emily Lorang
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
| | - Audra Sterling
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
| | - Bianca Schroeder
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
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Thistle JJ, Holmes SA, Horn MM, Reum AM. Consistent Symbol Location Affects Motor Learning in Preschoolers Without Disabilities: Implications for Designing Augmentative and Alternative Communication Displays. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 27:1010-1017. [PMID: 29860450 DOI: 10.1044/2018_ajslp-17-0129] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2017] [Accepted: 02/21/2018] [Indexed: 06/08/2023]
Abstract
PURPOSE Designing augmentative and alternative communication (AAC) displays that minimize operational demands is an important aspect of AAC intervention. The current study compared the effect of 2 display designs on the speed of locating target words by preschoolers without disabilities. METHOD Across 5 sessions, participants in the consistent condition (n = 12) were asked to locate symbols on arrays that did not change, whereas participants in the variable condition (n = 12) utilized arrays where the symbols changed locations each session. RESULTS No difference in response time across conditions was noted during the 1st session; however, by the 5th session, participants in the consistent condition demonstrated significantly faster response times than participants in the variable condition. CONCLUSIONS The current study illustrated an advantage of consistent symbol location for preschoolers without disabilities. Clinical applications for incorporating consistent symbol location into AAC display design are discussed; however, replication with children who use AAC is critical.
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Affiliation(s)
- Jennifer J Thistle
- Department of Communication Sciences and Disorders, University of Wisconsin-Eau Claire
| | - Stephanie A Holmes
- Department of Communication Sciences and Disorders, University of Wisconsin-Eau Claire
| | - Madeline M Horn
- Department of Communication Sciences and Disorders, University of Wisconsin-Eau Claire
| | - Alyson M Reum
- Department of Communication Sciences and Disorders, University of Wisconsin-Eau Claire
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Kaiser AP, Scherer NJ, Frey JR, Roberts MY. The Effects of Enhanced Milieu Teaching With Phonological Emphasis on the Speech and Language Skills of Young Children With Cleft Palate: A Pilot Study. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2017; 26:806-818. [PMID: 28586828 PMCID: PMC5829794 DOI: 10.1044/2016_ajslp-16-0008] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/14/2016] [Revised: 08/10/2016] [Accepted: 12/28/2016] [Indexed: 06/01/2023]
Abstract
PURPOSE The purpose of this pilot study was to investigate the extent to which a naturalistic communication intervention, enhanced milieu teaching with phonological emphasis (EMT+ PE), improved the language and speech outcomes of toddlers with cleft lip and/or palate (CL/P). METHOD Nineteen children between 15 and 36 months (M = 25 months) with nonsyndromic CL/P and typical cognitive development were randomly assigned to a treatment (EMT+PE) or nontreatment, business-as-usual (BAU), experimental condition. Participants in the treatment group received forty-eight 30-min sessions, biweekly during a 6-month period. Treatment was delivered in a university clinic by trained speech language pathologists; fidelity of treatment was high across participants. RESULTS Children in the treatment group had significantly better receptive language scores and a larger percentage of consonants correct than children in the BAU group at the end of intervention. Children in the treatment group made greater gains than children in the BAU group on most language measures; however, only receptive language, expressive vocabulary (per parent report), and consonants correct were significant. CONCLUSIONS The results of this preliminary study indicate that EMT+PE is a promising early intervention for young children with CL/P. Replication with a larger sample and long-term follow-up measures are needed.
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Holyfield C, Drager K, Light J, Caron JG. Typical Toddlers' Participation in "Just-in-Time" Programming of Vocabulary for Visual Scene Display Augmentative and Alternative Communication Apps on Mobile Technology: A Descriptive Study. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2017; 26:737-749. [PMID: 28586825 PMCID: PMC5829791 DOI: 10.1044/2017_ajslp-15-0197] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/27/2015] [Revised: 06/11/2016] [Accepted: 07/11/2016] [Indexed: 05/15/2023]
Abstract
PURPOSE Augmentative and alternative communication (AAC) promotes communicative participation and language development for young children with complex communication needs. However, the motor, linguistic, and cognitive demands of many AAC technologies restrict young children's operational use of and influence over these technologies. The purpose of the current study is to better understand young children's participation in programming vocabulary "just in time" on an AAC application with minimized demands. METHOD A descriptive study was implemented to highlight the participation of 10 typically developing toddlers (M age: 16 months, range: 10-22 months) in just-in-time vocabulary programming in an AAC app with visual scene displays. RESULTS All 10 toddlers participated in some capacity in adding new visual scene displays and vocabulary to the app just in time. Differences in participation across steps were observed, suggesting variation in the developmental demands of controls involved in vocabulary programming. CONCLUSIONS Results from the current study provide clinical insights toward involving young children in AAC programming just in time and steps that may allow for more independent participation or require more scaffolding. Technology designed to minimize motor, cognitive, and linguistic demands may allow children to participate in programming devices at a younger age.
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Lorang E, Sterling A. The impact of autism spectrum disorder symptoms on gesture use in fragile X syndrome and Down syndrome. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2017; 2:10.1177/2396941517745673. [PMID: 30345371 PMCID: PMC6191055 DOI: 10.1177/2396941517745673] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
BACKGROUND & AIMS This study compared gesture rate and purpose in participants with Down syndrome (DS) and fragile X syndrome (FXS), and the impact of autism spectrum disorder (ASD) symptoms on each syndrome. METHODS Twenty individuals with fragile X syndrome and 20 individuals with Down syndrome between nine and 22 years of age participated in this study. We coded gesture rate and purpose from an autism spectrum disorder evaluation, the Autism Diagnostic Observation Schedule - Second Edition. RESULTS We did not find between-group differences (Down syndrome compared to fragile X syndrome) in gesture rate or purpose. Notably, as autism spectrum disorder symptoms increased, the group with Down syndrome produced a lower rate of gestures, but used gestures for the same purpose. Gesture rate did not change based on autism spectrum disorder symptoms in the participants with fragile X syndrome, but as autism spectrum disorder symptoms increased, the participants with fragile X syndrome produced a larger proportion of gestures to regulate behavior and a smaller proportion for joint attention/social interaction. CONCLUSIONS Overall, the amount or purpose of gestures did not differentiate individuals with Down syndrome and fragile X syndrome. However, the presence of autism spectrum disorder symptoms had a significant and unique impact on these genetic disorders. In individuals with Down syndrome, the presence of more autism spectrum disorder symptoms resulted in a reduction in the rate of gesturing, but did not change the purpose. However, in fragile X syndrome, the rate of gestures remained the same, but the purpose of those gestures changed based on autism spectrum disorder symptoms. IMPLICATIONS Autism spectrum disorder symptoms differentially impact gestures in Down syndrome and fragile X syndrome. Individuals with Down syndrome and more autism spectrum disorder symptoms are using gestures less frequently. Therefore, clinicians may need to consider children with Down syndrome demonstrating symptoms of autism spectrum disorder as distinctly different from children with Down syndrome and few to no symptoms of autism spectrum disorder when implementing interventions or therapy techniques. Severity of autism spectrum disorder symptoms in fragile X syndrome affects qualitative gesture use and motivation to communicate through social gestures, which may be an appropriate goal to target in children with fragile X syndrome and heightened autism spectrum disorder symptoms.
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Affiliation(s)
- Emily Lorang
- Department of Communication Sciences and Disorders, University of Wisconsin - Madison
| | - Audra Sterling
- Department of Communication Sciences and Disorders, University of Wisconsin - Madison
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Deckers SRJM, Van Zaalen Y, Mens EJM, Van Balkom H, Verhoeven L. The concurrent and predictive validity of the Dutch version of the Communicative Development Inventory in children with Down Syndrome for the assessment of expressive vocabulary in verbal and signed modalities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 56:99-107. [PMID: 27268119 DOI: 10.1016/j.ridd.2016.05.017] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/13/2015] [Revised: 05/16/2016] [Accepted: 05/21/2016] [Indexed: 06/06/2023]
Abstract
The expressive vocabulary of children with Down Syndrome (DS) is generally measured with parental reports, such as the Communicative Development Inventory (CDI), given that standardized tests for assessing vocabulary levels may be too difficult for most young children with DS. The CDI provides important insight into the parents' perception of their child's vocabulary development. The CDI has proven to be a valid measurement of expressive vocabulary, spoken and gestural, in typical and atypical populations. The validity in children with DS is not well established and signed vocabulary is often not included. This longitudinal study examined the concurrent and predictive validity of the Dutch version of the CDI (N-CDI) in children with DS between 2;0 and 7;6 years old to assess spoken and signed vocabulary. N-CDI scores were assessed on strength of association with mental age, an expressive vocabulary test and spontaneous language analyses in a play setting with parents at T1 and T2 (1.5 years later), and a therapy setting with speech language pathologists at T1. The results of the present study show that the N-CDI is a valuable and valid measurement of expressive vocabulary in children with DS. Strengths and weaknesses of several assessment methods for expressive vocabulary are discussed.
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Affiliation(s)
- S R J M Deckers
- Fontys University of Applied Sciences, School for Allied Health Professions, Ds. Th. Fliednerstraat 2, 5631 BN, Eindhoven, The Netherlands.
| | - Y Van Zaalen
- Fontys University of Applied Sciences, School for Allied Health Professions, Ds. Th. Fliednerstraat 2, 5631 BN, Eindhoven, The Netherlands
| | - E J M Mens
- University College Utrecht, Campusplein, 3584 ED Utrecht, The Netherlands
| | - H Van Balkom
- Radboud University Nijmegen, Behavioral Science Institute, Montessorilaan 2, 6525 HR Nijmegen, The Netherlands; Radboud University Nijmegen, Chair Augmentative and Alternative Communication, Montessorilaan 2, 6525 HR Nijmegen, The Netherlands
| | - L Verhoeven
- Radboud University Nijmegen, Behavioral Science Institute, Montessorilaan 2, 6525 HR Nijmegen, The Netherlands
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Guralnick MJ. Early Intervention for Children with Intellectual Disabilities: An Update. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2016; 30:211-229. [DOI: 10.1111/jar.12233] [Citation(s) in RCA: 76] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/26/2015] [Indexed: 12/22/2022]
Affiliation(s)
- Michael J. Guralnick
- Center on Human Development and Disability; University of Washington; Seattle WA USA
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Milojevich H, Lukowski A. Recall memory in children with Down syndrome and typically developing peers matched on developmental age. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2016; 60:89-100. [PMID: 26604184 DOI: 10.1111/jir.12242] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2015] [Revised: 09/10/2015] [Accepted: 10/07/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND Whereas research has indicated that children with Down syndrome (DS) imitate demonstrated actions over short delays, it is presently unknown whether children with DS recall information over lengthy delays at levels comparable with typically developing (TD) children matched on developmental age. METHOD In the present research, 10 children with DS and 10 TD children participated in a two-session study to examine basic processes associated with hippocampus-dependent recall memory. At the first session, the researcher demonstrated how to complete a three-step action sequence with novel stimuli; immediate imitation was permitted as an index of encoding. At the second session, recall memory was assessed for previously modelled sequences; children were also presented with two novel three-step control sequences. RESULTS The results indicated that group differences were not apparent in the encoding of the events or the forgetting of information over time. Group differences were also not observed when considering the recall of individual target actions at the 1-month delay, although TD children produced more target actions overall at the second session relative to children with DS. Group differences were found when considering memory for temporal order information, such that TD children evidenced recall relative to novel control sequences, whereas children with DS did not. CONCLUSIONS These findings suggest that children with DS may have difficulty with mnemonic processes associated with consolidation/storage and/or retrieval processes relative to TD children.
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Affiliation(s)
- H Milojevich
- Psychology and Social Behavior, University of California, Irvine, Irvine, CA, USA
| | - A Lukowski
- Psychology and Social Behavior, University of California, Irvine, Irvine, CA, USA
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Lamônica DAC, Ferreira-Vasques AT. Habilidades comunicativas e lexicais de crianças com Síndrome de Down: reflexões para inclusão escolar. REVISTA CEFAC 2015. [DOI: 10.1590/1982-021620151756015] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumo: OBJETIVO: verificar o desempenho comunicativo e lexical expressivo de crianças com Síndrome de Down e refletir sobre como a compreensão de fatores interferentes no processo de aprendizagem pode contribuir para uma melhor adaptação dessas crianças no ambiente escolar. MÉTODOS: a amostra proposta foi de 60 crianças, porém, após análise dos critérios de inclusão, participaram 20 crianças, 10 com Síndrome de Down e 10 com neurodesenvolvimento típico, de idade entre 36 a 62 meses, pareadas quanto ao gênero, idade cronológica e nível socioeconômico. Procedimentos: entrevista com familiares, Observação do Comportamento Comunicativo e Teste de Linguagem Infantil ABFW-Vocabulário Parte B. A análise dos dados foi realizada por meio de estatística descritiva e aplicação do Teste "t" Student (p≤ 0,05). RESULTADOS: indicaram diferença estatisticamente significante para produção de palavras e frases, narrativa, tempo de atenção, designação verbal usual e não designação. Para processos de substituição a análise estatística não acusou diferença estatisticamente significante. Apenas para profissões e locais, nesta categoria, houve diferença estatisticamente significante entre os grupos. Como são avaliados nove campos conceituais, este dado não interferiu na análise estatística da somatória dos valores de todos os campos. CONCLUSÃO: o desempenho comunicativo e lexical expressivo de crianças com Síndrome de Down é inferior quando comparado com crianças com neurodesenvolvimento típico. A escola tem importante papel em proporcionar um ambiente estimulador, por meio de práticas pedagógicas adequadas às necessidades de aprendizagem destas crianças.
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Romski M, Sevcik RA, Barton-Hulsey A, Whitmore AS. Early Intervention and AAC: What a Difference 30 Years Makes. Augment Altern Commun 2015; 31:181-202. [DOI: 10.3109/07434618.2015.1064163] [Citation(s) in RCA: 83] [Impact Index Per Article: 9.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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Wilkinson K, Na JY. Interprofessional Practice in Developing an AAC System for Children With Down Syndrome. ACTA ACUST UNITED AC 2015. [DOI: 10.1044/aac24.3.114] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Down Syndrome (DS) is the most common known genetic origin of intellectual disability (Shin et al., 2009). Although the oral language skills of very young children with DS are often sufficient to meet their communicative needs within the supportive social circles of home and preschool, the task of communication becomes far more demanding upon entrance to elementary school. The speech that was previously adequate is often not sufficient for academic communication with unfamiliar partners; indeed, 95% of parents report that their children with DS had difficulty being understood by persons outside their immediate social circle (Kumin, 2002). Principles of interprofessional approaches are critical in serving individuals with DS because of the diverse and unique profile of strengths and challenges. We will use a case-based approach to illustrate how the principles of interprofessional practices can benefit AAC interventions for individuals with DS. We focus in particular on how expertise of professionals in education/counseling, vision science, and motor development can inform AAC interventions.
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Affiliation(s)
- Krista Wilkinson
- Department of Communication Sciences and Disorders, The Pennsylvania State University
State College, PA
| | - Ji Young Na
- Department of Communication Sciences and Disorders, The Pennsylvania State University
State College, PA
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Spurling Jeste S, Wu JY, Senturk D, Varcin K, Ko J, McCarthy B, Shimizu C, Dies K, Vogel-Farley V, Sahin M, Nelson CA. Early developmental trajectories associated with ASD in infants with tuberous sclerosis complex. Neurology 2014; 83:160-8. [PMID: 24920850 DOI: 10.1212/wnl.0000000000000568] [Citation(s) in RCA: 55] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
OBJECTIVE We performed a longitudinal cohort study of infants with tuberous sclerosis complex (TSC), with the overarching goal of defining early clinical, behavioral, and biological markers of autism spectrum disorder (ASD) in this high-risk population. METHODS Infants with TSC and typically developing controls were recruited as early as 3 months of age and followed longitudinally until 36 months of age. Data gathered at each time point included detailed seizure history, developmental testing using the Mullen Scales of Early Learning, and social-communication assessments using the Autism Observation Scale for Infants. At 18 to 36 months, a diagnostic evaluation for ASD was performed using the Autism Diagnostic Observation Schedule. RESULTS Infants with TSC demonstrated delays confined to nonverbal abilities, particularly in the visual domain, which then generalized to more global delays by age 9 months. Twenty-two of 40 infants with TSC were diagnosed with ASD. Both 12-month cognitive ability and developmental trajectories over the second and third years of life differentiated the groups. By 12 months of age, the ASD group demonstrated significantly greater cognitive delays and a significant decline in nonverbal IQ from 12 to 36 months. CONCLUSIONS This prospective study characterizes early developmental markers of ASD in infants with TSC. The early delay in visual reception and fine motor ability in the TSC group as a whole, coupled with the decline in nonverbal ability in infants diagnosed with ASD, suggests a domain-specific pathway to ASD that can inform more targeted interventions for these high-risk infants.
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Affiliation(s)
- Shafali Spurling Jeste
- From the Departments of Psychiatry and Neurology (S.S.J.), and Department of Psychiatry (J.K., B.M., C.S.), UCLA Semel Institute of Neuroscience and Human Behavior, Los Angeles, CA; Division of Pediatric Neurology (J.Y.W.), Mattel Children's Hospital, UCLA, Los Angeles; Department of Biostatistics (D.S.), School of Public Health, UCLA, Los Angeles; and Laboratories of Cognitive Neuroscience (K.V., V.V.-F., C.A.N.), Division of Developmental Medicine, Department of Neurology (K.D.), F.M. Kirby Neurobiology Center (M.S.), Department of Neurology, Boston Children's Hospital, Harvard Medical School, Boston, MA.
| | - Joyce Y Wu
- From the Departments of Psychiatry and Neurology (S.S.J.), and Department of Psychiatry (J.K., B.M., C.S.), UCLA Semel Institute of Neuroscience and Human Behavior, Los Angeles, CA; Division of Pediatric Neurology (J.Y.W.), Mattel Children's Hospital, UCLA, Los Angeles; Department of Biostatistics (D.S.), School of Public Health, UCLA, Los Angeles; and Laboratories of Cognitive Neuroscience (K.V., V.V.-F., C.A.N.), Division of Developmental Medicine, Department of Neurology (K.D.), F.M. Kirby Neurobiology Center (M.S.), Department of Neurology, Boston Children's Hospital, Harvard Medical School, Boston, MA
| | - Damla Senturk
- From the Departments of Psychiatry and Neurology (S.S.J.), and Department of Psychiatry (J.K., B.M., C.S.), UCLA Semel Institute of Neuroscience and Human Behavior, Los Angeles, CA; Division of Pediatric Neurology (J.Y.W.), Mattel Children's Hospital, UCLA, Los Angeles; Department of Biostatistics (D.S.), School of Public Health, UCLA, Los Angeles; and Laboratories of Cognitive Neuroscience (K.V., V.V.-F., C.A.N.), Division of Developmental Medicine, Department of Neurology (K.D.), F.M. Kirby Neurobiology Center (M.S.), Department of Neurology, Boston Children's Hospital, Harvard Medical School, Boston, MA
| | - Kandice Varcin
- From the Departments of Psychiatry and Neurology (S.S.J.), and Department of Psychiatry (J.K., B.M., C.S.), UCLA Semel Institute of Neuroscience and Human Behavior, Los Angeles, CA; Division of Pediatric Neurology (J.Y.W.), Mattel Children's Hospital, UCLA, Los Angeles; Department of Biostatistics (D.S.), School of Public Health, UCLA, Los Angeles; and Laboratories of Cognitive Neuroscience (K.V., V.V.-F., C.A.N.), Division of Developmental Medicine, Department of Neurology (K.D.), F.M. Kirby Neurobiology Center (M.S.), Department of Neurology, Boston Children's Hospital, Harvard Medical School, Boston, MA
| | - Jordan Ko
- From the Departments of Psychiatry and Neurology (S.S.J.), and Department of Psychiatry (J.K., B.M., C.S.), UCLA Semel Institute of Neuroscience and Human Behavior, Los Angeles, CA; Division of Pediatric Neurology (J.Y.W.), Mattel Children's Hospital, UCLA, Los Angeles; Department of Biostatistics (D.S.), School of Public Health, UCLA, Los Angeles; and Laboratories of Cognitive Neuroscience (K.V., V.V.-F., C.A.N.), Division of Developmental Medicine, Department of Neurology (K.D.), F.M. Kirby Neurobiology Center (M.S.), Department of Neurology, Boston Children's Hospital, Harvard Medical School, Boston, MA
| | - Brigid McCarthy
- From the Departments of Psychiatry and Neurology (S.S.J.), and Department of Psychiatry (J.K., B.M., C.S.), UCLA Semel Institute of Neuroscience and Human Behavior, Los Angeles, CA; Division of Pediatric Neurology (J.Y.W.), Mattel Children's Hospital, UCLA, Los Angeles; Department of Biostatistics (D.S.), School of Public Health, UCLA, Los Angeles; and Laboratories of Cognitive Neuroscience (K.V., V.V.-F., C.A.N.), Division of Developmental Medicine, Department of Neurology (K.D.), F.M. Kirby Neurobiology Center (M.S.), Department of Neurology, Boston Children's Hospital, Harvard Medical School, Boston, MA
| | - Christina Shimizu
- From the Departments of Psychiatry and Neurology (S.S.J.), and Department of Psychiatry (J.K., B.M., C.S.), UCLA Semel Institute of Neuroscience and Human Behavior, Los Angeles, CA; Division of Pediatric Neurology (J.Y.W.), Mattel Children's Hospital, UCLA, Los Angeles; Department of Biostatistics (D.S.), School of Public Health, UCLA, Los Angeles; and Laboratories of Cognitive Neuroscience (K.V., V.V.-F., C.A.N.), Division of Developmental Medicine, Department of Neurology (K.D.), F.M. Kirby Neurobiology Center (M.S.), Department of Neurology, Boston Children's Hospital, Harvard Medical School, Boston, MA
| | - Kira Dies
- From the Departments of Psychiatry and Neurology (S.S.J.), and Department of Psychiatry (J.K., B.M., C.S.), UCLA Semel Institute of Neuroscience and Human Behavior, Los Angeles, CA; Division of Pediatric Neurology (J.Y.W.), Mattel Children's Hospital, UCLA, Los Angeles; Department of Biostatistics (D.S.), School of Public Health, UCLA, Los Angeles; and Laboratories of Cognitive Neuroscience (K.V., V.V.-F., C.A.N.), Division of Developmental Medicine, Department of Neurology (K.D.), F.M. Kirby Neurobiology Center (M.S.), Department of Neurology, Boston Children's Hospital, Harvard Medical School, Boston, MA
| | - Vanessa Vogel-Farley
- From the Departments of Psychiatry and Neurology (S.S.J.), and Department of Psychiatry (J.K., B.M., C.S.), UCLA Semel Institute of Neuroscience and Human Behavior, Los Angeles, CA; Division of Pediatric Neurology (J.Y.W.), Mattel Children's Hospital, UCLA, Los Angeles; Department of Biostatistics (D.S.), School of Public Health, UCLA, Los Angeles; and Laboratories of Cognitive Neuroscience (K.V., V.V.-F., C.A.N.), Division of Developmental Medicine, Department of Neurology (K.D.), F.M. Kirby Neurobiology Center (M.S.), Department of Neurology, Boston Children's Hospital, Harvard Medical School, Boston, MA
| | - Mustafa Sahin
- From the Departments of Psychiatry and Neurology (S.S.J.), and Department of Psychiatry (J.K., B.M., C.S.), UCLA Semel Institute of Neuroscience and Human Behavior, Los Angeles, CA; Division of Pediatric Neurology (J.Y.W.), Mattel Children's Hospital, UCLA, Los Angeles; Department of Biostatistics (D.S.), School of Public Health, UCLA, Los Angeles; and Laboratories of Cognitive Neuroscience (K.V., V.V.-F., C.A.N.), Division of Developmental Medicine, Department of Neurology (K.D.), F.M. Kirby Neurobiology Center (M.S.), Department of Neurology, Boston Children's Hospital, Harvard Medical School, Boston, MA
| | - Charles A Nelson
- From the Departments of Psychiatry and Neurology (S.S.J.), and Department of Psychiatry (J.K., B.M., C.S.), UCLA Semel Institute of Neuroscience and Human Behavior, Los Angeles, CA; Division of Pediatric Neurology (J.Y.W.), Mattel Children's Hospital, UCLA, Los Angeles; Department of Biostatistics (D.S.), School of Public Health, UCLA, Los Angeles; and Laboratories of Cognitive Neuroscience (K.V., V.V.-F., C.A.N.), Division of Developmental Medicine, Department of Neurology (K.D.), F.M. Kirby Neurobiology Center (M.S.), Department of Neurology, Boston Children's Hospital, Harvard Medical School, Boston, MA
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Kaiser AP, Roberts MY. Parents as Communication Partners: An Evidence-Based Strategy for Improving Parent Support for Language and Communication in Everyday Settings. ACTA ACUST UNITED AC 2013. [DOI: 10.1044/lle20.3.96] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
This article describes the Teach-Model-Coach-Review approach for teaching parents to implement Enhanced Milieu Teaching (EMT), an evidence-based naturalistic intervention for young children with language impairment. The article discusses the evidence for parent training as an effective early language intervention approach, the principles and procedures of EMT, the empirical basis of the Teach-Model-Coach-Review approach, and the skills needed to implement this approach.
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Affiliation(s)
| | - Megan Y. Roberts
- Department of Special Education and Department of Hearing and Speech Sciences, Vanderbilt University Nashville, TN
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