A Spoken-Language Intervention for School-Aged Boys with Fragile X Syndrome

Autor/inn/en	McDuffie, Andrea; Machalicek, Wendy; Bullard, Lauren; Nelson, Sarah; Mello, Melissa; Tempero-Feigles, Robyn; Castignetti, Nancy; Abbeduto, Leonard
Titel	A Spoken-Language Intervention for School-Aged Boys with Fragile X Syndrome
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 121 (2016) 3, S.236-265 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
DOI	10.1352/1944-7558-121.3.236
Schlagwörter	Intervention; Speech Communication; Genetic Disorders; Intellectual Disability; Parent Education; Story Telling; Videoconferencing; Distance Education; Coaching (Performance); Feedback (Response); Homework; Observation; Interpersonal Communication; Mothers; Parent Child Relationship; Parents as Teachers + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Parents education; Elternbildung; Elternschule; Distance study; Distance learning; Fernunterricht; Hausaufgabe; Beobachtung; Interpersonale Kommunikation; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Using a single case design, a parent-mediated spoken-language intervention was delivered to three mothers and their school-aged sons with fragile X syndrome, the leading inherited cause of intellectual disability. The intervention was embedded in the context of shared storytelling using wordless picture books and targeted three empirically derived language-support strategies. All sessions were implemented through distance videoteleconferencing. Parent education sessions were followed by 12 weekly clinician coaching and feedback sessions. Data were collected weekly during independent homework and clinician observation sessions. Relative to baseline, mothers increased their use of targeted strategies, and dyads increased the frequency and duration of story-related talking. Generalized effects of the intervention on lexical diversity and grammatical complexity were observed. Implications for practice are discussed. (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://www.aaiddjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01