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American journal on intellectual and developmental disabilities
Jul, 2015;120 (4): 302-14.

Why Dose Frequency Affects Spoken Vocabulary in Preschoolers With Down Syndrome.

Paul J Yoder, Tiffany Woynaroski, Marc E Fey, Steven F Warren, Elizabeth Gardner
Author Information
PMID: 26161468 DOI: 10.1352/1944-7558-120.4.302

Abstract

In an earlier randomized clinical trial, daily communication and language therapy resulted in more favorable spoken vocabulary outcomes than weekly therapy sessions in a subgroup of initially nonverbal preschoolers with intellectual disabilities that included only children with Down syndrome (DS). In this reanalysis of the dataset involving only the participants with DS, we found that more therapy led to larger spoken vocabularies at posttreatment because it increased children's canonical syllabic communication and receptive vocabulary growth early in the treatment phase.

Keywords

Down syndrome Milieu Teaching canonical syllables dose frequency early intervention receptive vocabulary spoken vocabulary

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Grants

  1. P30 HD002528/NICHD NIH HHS
  2. R01 DC007660/NIDCD NIH HHS
  3. P30 HD 002528/NICHD NIH HHS
  4. R01DC007660/NIDCD NIH HHS

MeSH Term

Child Language
Child, Preschool
Down Syndrome
Early Intervention, Educational
Female
Humans
Infant
Language Therapy
Male
Vocabulary
Journal Article Randomized Controlled Trial Research Support, N.I.H., Extramural Research Support, U.S. Gov't, Non-P.H.S.

Word Cloud

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