A Randomized Trial of the Digital Down Syndrome LanguagePlus (DSL+) Vocabulary Intervention Program

This study investigated the effect of the digital Down Syndrome LanguagePlus (DSL+) intervention on vocabulary outcomes through a school-delivered randomized controlled trial. A national sample of first graders with Down syndrome from 91 schools was allocated to an intervention group (n = 50), which...

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Bibliographic Details
Published in:Remedial and special education 2022-10, Vol.43 (5), p.314-327
Main Authors: Næss, Kari-Anne B., Hokstad, Silje, Engevik, Liv Inger, Lervåg, Arne, Smith, Elizabeth
Format: Article
Language:English
Subjects:
Clinical trials
Down Syndrome
Elementary School Students
Expressive Language
Foreign Countries
Grade 1
Intervention
Picture Books
Program Effectiveness
Receptive Language
Special education
Students with disabilities
Vocabulary
Vocabulary Development
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Summary:This study investigated the effect of the digital Down Syndrome LanguagePlus (DSL+) intervention on vocabulary outcomes through a school-delivered randomized controlled trial. A national sample of first graders with Down syndrome from 91 schools was allocated to an intervention group (n = 50), which received daily intervention for 15 weeks, or a business-as-usual control group (n = 53). The intervention involved picture book sharing and structured tasks and was organized as one-to-one, small-group, and full-class lessons. Children in the intervention group made greater gains than children in the control group in expressive vocabulary breadth (d = .429, CI [.160, .699]) and receptive vocabulary breadth (d = .447, CI [.193, .700]). The outcomes indicate that the novel DSL+ intervention is an effective intervention to increase trained vocabulary among first graders with Down syndrome, and it takes only 15 minutes of effort 5 days a week.
ISSN:0741-9325
1538-4756
DOI:10.1177/07419325211058400