Why Dose Frequency Affects Spoken Vocabulary in Preschoolers with Down Syndrome

Autor/inn/en	Yoder, Paul J.; Woynaroski, Tiffany; Fey, Marc E.; Warren, Steven F.; Gardner, Elizabeth
Titel	Why Dose Frequency Affects Spoken Vocabulary in Preschoolers with Down Syndrome
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 120 (2015) 4, S.302-314 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
DOI	10.1352/1944-7558-120.4.302
Schlagwörter	Down Syndrome; Preschool Children; Speech Communication; Vocabulary Development; Mental Retardation; Speech Language Pathology; Outcomes of Treatment; Syllables; Receptive Language + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Geistige Behinderung; Silbe; Rezeptive Kommunikationsfähigkeit
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. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aaidd.allenpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01