{"title":"Supporting the development of number and early algebraic thinking in children with Down syndrome: A parent-led intervention study.","authors":"Kathy Cologon","doi":"10.1177/17446295261469636","DOIUrl":null,"url":null,"abstract":"<p><p>Limited research has investigated early numeracy intervention with children with Down syndrome. This study examines the impact of a parent-led early numeracy intervention, emphasising number skills and early algebraic thinking. Twelve children with Down syndrome aged 28 to 62 months and their parents participated in this small-scale randomised controlled trial. Participants received intervention sessions over 17-weeks. Language, memory and cognition were measured pre-intervention. Mathematical patterning, and highest-count sequence scores were assessed pre- and post-intervention. The experimental group showed significant improvements in mathematical patterning scores (U = .000, p = .004, r = 1.0). There were no significant changes in highest-count sequence scores, though Cohen's d suggests a moderate effect size (U = 7.500, p = .089, d = 0.49). These results suggest that this parent-led early numeracy intervention may be generally effective in supporting the development of early mathematical thinking in children with Down syndrom.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261469636"},"PeriodicalIF":1.4000,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Intellectual Disabilities","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/17446295261469636","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
Limited research has investigated early numeracy intervention with children with Down syndrome. This study examines the impact of a parent-led early numeracy intervention, emphasising number skills and early algebraic thinking. Twelve children with Down syndrome aged 28 to 62 months and their parents participated in this small-scale randomised controlled trial. Participants received intervention sessions over 17-weeks. Language, memory and cognition were measured pre-intervention. Mathematical patterning, and highest-count sequence scores were assessed pre- and post-intervention. The experimental group showed significant improvements in mathematical patterning scores (U = .000, p = .004, r = 1.0). There were no significant changes in highest-count sequence scores, though Cohen's d suggests a moderate effect size (U = 7.500, p = .089, d = 0.49). These results suggest that this parent-led early numeracy intervention may be generally effective in supporting the development of early mathematical thinking in children with Down syndrom.
有限的研究调查了唐氏综合症儿童的早期算术干预。本研究考察了父母主导的早期算术干预的影响，强调数字技能和早期代数思维。12名年龄在28至62个月的唐氏综合症患儿及其父母参加了这项小规模随机对照试验。参与者接受了为期17周的干预。在干预前测量语言、记忆和认知。在干预前和干预后评估数学模式和最高计数序列得分。实验组在数学模式得分上有显著提高（U = .000, p = .004, r = 1.0）。最高计数序列得分没有显著变化，尽管Cohen's d提示中等效应大小（U = 7.500, p = 0.089, d = 0.49）。这些结果表明，这种家长主导的早期数学干预可能在支持唐氏综合症儿童早期数学思维发展方面普遍有效。
期刊介绍：
The principal aim of the journal is to provide a medium for the exchange of best practice, knowledge and research between academic and professional disciplines from education, social and health settings to bring about advancement of services for people with intellectual disabilities. The idea of a practice-led journal is both exciting and timely. This journal serves as a medium for all those involved with people with intellectual disabilities to submit and publish papers on issues relevant to promoting services for people with intellectual disabilities.
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