Integrated speech and phonological awareness intervention for pre-school children with Down syndrome

International Journal of Language & Communication Disorders
Anne Katherine van BysterveldtSusan Foster-Cohen

Abstract

Children with Down syndrome experience difficulty with both spoken and written language acquisition, however controlled intervention studies to improve these difficulties are rare and have typically focused on improving one language domain. To investigate the effectiveness of an integrated intervention approach on the speech, letter knowledge, and phonological awareness development of ten pre-school children with Down syndrome aged between 4;4 and 5;5. A multiple single-subject design was used to evaluate treatment effectiveness. Baseline and intervention measures for speech and pre- and post-intervention measures for letter knowledge and phonological awareness were compared. The intervention comprised three components: a parent-implemented home programme; centre-based speech-language therapy sessions, and 'Learning through Computer' sessions with a total intervention time of 20 hours over 18 weeks. Letter knowledge and phonological awareness activities were linked to each child's speech targets. Results indicated significant treatment effects on speech measures for all ten participants. Six of the ten participants showed increases on letter knowledge and nine showed increased awareness of initial phonemes in words but response...Continue Reading

Citations

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