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

Autor/inn/en	Naess, Kari-Anne B.; Hokstad, Silje; Engevik, Liv Inger; Lervåg, Arne; Smith, Elizabeth
Titel	A Randomized Trial of the Digital Down Syndrome LanguagePlus (DSL+) Vocabulary Intervention Program
Quelle	In: Remedial and Special Education, 43 (2022) 5, S.314-327 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Naess, Kari-Anne B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325211058400
Schlagwörter	Down Syndrome; Vocabulary Development; Intervention; Grade 1; Elementary School Students; Picture Books; Program Effectiveness; Expressive Language; Receptive Language; Foreign Countries; Norway; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Wortschatzarbeit; School year 01; 1. Schuljahr; Schuljahr 01; Picture book; Bilderbuch; Rezeptive Kommunikationsfähigkeit; Ausland; Norwegen
Abstract	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 = 0.429, CI [0.160, 0.699]) and receptive vocabulary breadth (d = 0.447, CI [0.193, 0.700]). 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01