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

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2022-10-01 DOI:10.1177/07419325211058400

K. B. Næss, S. Hokstad, Liv Inger Engevik, A. Lervåg, Elizabeth Smith

引用次数: 4

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 = .429, CI [.160, .699]) and receptive vocabulary breadth (d = .447, CI [.193, .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.

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数字唐氏综合症语言+（DSL+）词汇干预计划的随机试验

本研究通过一项学校随机对照试验，探讨了数字唐氏综合症语言plus (DSL+)干预对词汇结果的影响。来自91所学校的唐氏综合症一年级学生被分为干预组(n = 50)和对照组(n = 53)，干预组每天接受干预，持续15周。干预包括绘本分享和结构化任务，并组织为一对一，小组和全班课程。干预组儿童在表达性词汇广度方面的进步大于对照组儿童(d = .429, CI)。160， .699])和接受性词汇广度(d = .447, CI[。193年,.700])。结果表明，新的DSL+干预是一种有效的唐氏综合征一年级学生训练词汇量的干预，每周5天，只需15分钟的努力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.