Kelly Winders, Hanna Fisher, Tepanta Fossett, Ph.D.
Effectiveness of Intensive Early Intervention of Expressive and Receptive Vocabulary in Children with Down Syndrome through Play-Based Therapy
Children with Down syndrome frequently display problems with both expressive and receptive
vocabulary (Seager et al., 2022). Down syndrome is a condition in which a person has
an extra chromosome when born. Characteristics of a person with Down syndrome include
mild-moderately low ranged IQ and delayed speech and language. This study will be
conducted through a play-based model. Play based therapy is a type of therapy that
supports language development and promotes oral language and increasing diverse vocabulary
(Mcleod et al., 2017). It encourages motivation relevant to the child's interests.
This study will evaluate the effectiveness of intensive early intervention of expressive
and receptive vocabulary in children with Down syndrome through play-based therapy.
Studies show that play based therapy helps children learn through exploring and helps
develop and master physical and social interactions (Gokhale, 2014). It is expected
that the intensive vocabulary intervention group will demonstrate higher expressive
and receptive language at five years of age (beginning of school age) as compared
with the children who did not receive play-based intensive vocabulary early intervention.
According to Kaipa & Peterson (2016), intensity is a variable that needs to be considered
when investigating the effects of vocabulary in treatment. Intensity treatments are
inconsistent in reporting (Yoder et al., 2012). This study will target intensity
of vocabulary during intervention for children with Down syndrome. Trained speech
language pathologists will deliver intensive intervention for thirty minutes two times
a week for five years to increase expressive and receptive vocabulary. Results will
be measured through number of utterances, non-verbal communication (use of AAC devices-numbers
of time they will use the device), and number of intelligible approximations. Participants
will be those diagnosed with Down syndrome after birth and who are receiving early
intervention speech language services by the state. Twenty participants will be randomly
assigned to two groups (intensive vocabulary intervention and non-intensive vocabulary
intervention).
It is hypothesized that intensive vocabulary through play-based early intervention
with people with Down Syndrome will increase expressive and receptive vocabulary and
positively improve communication overall. Results will show if intensive therapy is
effective in improving expressive and receptive vocabulary in children with DS. The
overall goal is to improve functional vocabulary in the early years of life.
References:
Gokhale, P. (2014). To study the effectiveness of play based therapy on play behavior
of children with Down’s Syndrome. The Indian Journal of Occupational Therapy, 46(2),
41–48. https://doi.org/https://aiota.org/temp/ijotpdf/ibat14i2p41.pdf
Justice, L.M. (2018). Conceptualizing “dose” in pediatric language interventions:
Current findings and future directions. International Journal of Speech-Language Pathology,
20, 318–323. doi:10.1080/17549507.2018.1454985
Kaipa, R., & Peterson, A.M. (2016). A systematic review of treatment intensity in
speech disorders. International Journal of Speech-Language Pathology, 18, 507–520.
doi:10.3109/ 17549507.2015.1126640
McLeod, R. H., Hardy, J. K., & Kaiser, A. P. (2017). The effects of play-based intervention
on vocabulary acquisition by preschoolers at risk for reading and language delays.
Journal of Early Intervention, 39(2), 147–160. https://doi.org/10.1177/1053815117702927
Seager, E., Sampson, S., Sin, J., Pagnamenta, E., & Stojanovik, V. (2022). A systematic
review of speech, language and communication interventions for children with down
syndrome from 0 to 6 years. International Journal of Language & Communication Disorders,
57(2), 441–463. https://doi.org/10.1111/1460-6984.12699
Yoder, P., Fey, M.E., & Warren, S.F. (2012). Studying the impact of intensity is important
but complicated. International Journal of Speech-Language Pathology, 14, 410–413.
doi:10. 3109/17549507.2012.685890