Effects of a Naturalistic Sign Intervention on Expressive Language of Toddlers With Down Syndrome
- Författare
- Wright, C. A., Kaiser, A. P., Reikowsky, & D. I., Roberts, M. Y.
- Titel
- Effects of a Naturalistic Sign Intervention on Expressive Language of Toddlers With Down Syndrome
- Utgivningsår
- 2013
- Tidskrift
- Journal of Speech, Language and Hearing Research
- Volym
- 56
- Häfte
- june
- Sidor
- 994–1008
- Sammanfattning
PurposeIn this study, the authors evaluated the effects of Enhanced Milieu Teaching (EMT; Hancock & Kaiser, 2006) blended with Joint Attention, Symbolic Play, and Emotional Regulation (JASPER; Kasari, Freeman, & Paparella, 2006) to teach spoken words and manual signs (Words + Signs) to young children with Down syndrome (DS).
MethodFour toddlers (ages 23–29 months) with DS were enrolled in a study with a multiple-baseline, across-participants design. Following baseline, 20 play-based treatment sessions (20–30 min each) occurred twice weekly. Spoken words and manual signs were modeled and prompted by a therapist who used EMT/JASPER teaching strategies. The authors assessed generalization to interactions with parents at home.
ResultsThere was a functional relation between the therapist's implementation of EMT/JASPER Words + Signs and all 4 children's use of signs during the intervention. Gradual increases in children's use of spoken words occurred, but there was not a clear functional relation. All children generalized their use of signs to their parents at home.
ConclusionsThe infusion of manual signs with verbal models within a framework of play, joint attention, and naturalistic language teaching appears to facilitate development of expressive sign and word communication in young children with DS.