Phonological awareness intervention using a standard treatment protocol for individuals with Down syndrome

This multiple baseline across-participants single case desgin study examined the effect of small group, phonological awareness intervention on the phonological awareness skills of three school-age children with Down syndrome. Each child with Down syndrome was paired with a typical peer to participat...

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Bibliographic Details
Published in:Child language teaching and therapy 2022-02, Vol.38 (1), p.22-42
Main Authors: Hessling Prahl, Alison, Jones, Ragan, Melanie Schuele, C, Camarata, Stephen
Format: Article
Language:English
Subjects:
Case Studies
Children
Comparative Analysis
Down Syndrome
Elementary School Students
Expressive Language
Instructional Effectiveness
Intervention
Lesson Plans
Peer Relationship
Phonemes
Phonological Awareness
Phonology
Reading Tests
Receptive Language
Scaffolding (Teaching Technique)
Teaching Methods
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Summary:This multiple baseline across-participants single case desgin study examined the effect of small group, phonological awareness intervention on the phonological awareness skills of three school-age children with Down syndrome. Each child with Down syndrome was paired with a typical peer to participate in small group intervention, three sessions per week for seven weeks. Lessons from a single unit in the Intensive Phonological Awareness Program were adapted to incorporate repeated exposure to the curriculum and increased opportunities for practice. A functional relation between the intervention and improved phonological awareness skills was not established based on visual analysis of the probe data across the three participants. However, an increasing therapeutic trend following delayed treatment effects as well as an increase in phase means from baseline to intervention was observed for each participant. This investigation provides preliminary guidance for adapting phonological awareness standard treatment protocols for children with Down syndrome by providing repeated opportunities for practice and including peers in small group intervention.
ISSN:0265-6590
1477-0865
DOI:10.1177/02656590211033013