Advancing imitation and requesting skills in toddlers with Down syndrome

Feeley, Kathleen; Jones, Emily A.; Blackburn, Catherine; Bauer, Sara

doi:10.1016/j.ridd.2011.07.018

Cited by 18 publications

(15 citation statements)

References 28 publications

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“…In fact, there is considerable skepticism about the likelihood of RF interventions being effective for children with DS, especially among those who maintain that children with DS require developmental interventions that provide more structure and direction than they might receive in RF interventions (e.g., Buckley, 2008;Feeley, Jones, Blackburn, & Bauer, 2011;Spiker, Boyce, & Boyce, 2002). This skepticism is based upon two lines of evidence.…”

mentioning

confidence: 99%

Effectiveness of Responsive Teaching With Children With Down Syndrome

Karaaslan

Mahoney

2013

Intellectual and Developmental Disabilities

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A randomized control study was conducted to evaluate Responsive Teaching (RT) with a sample of 15 Turkish preschool-aged children with Down syndrome (DS) and their mothers over a six-month period of time. RT is an early intervention curriculum that attempts to promote children's development by encouraging parents to engage in highly responsive interactions with them. Subjects were randomly assigned to treatment conditions: the control group consisted of standard preschool classroom services; the RT group received bi-weekly RT parent-child sessions in addition to standard services. RT mothers made significantly greater increases in their Responsiveness and Affect as wellas decreases in Directiveness than control group mothers. There were also significant group differences in children's interactive engagement and development. Children in the RT group improved their developmental quotient scores by an average of 47% compared to 7% for children in the control group. Results are described in terms of the effects of parental responsive interaction on the developmental functioning of children with DS.

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confidence: 99%

Effectiveness of Responsive Teaching With Children With Down Syndrome

Karaaslan

Mahoney

2013

Intellectual and Developmental Disabilities

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“…In Study 1, we compared two levels of intensity chosen based on our studies involving teaching skills to young children with Down syndrome (Bauer and Jones accepted;Bauer et al 2013;Feeley and Jones 2008c;Feeley et al 2011). In those studies, sessions consisted of 5-10 opportunities.…”

Section: Range Of Levels Of Intensitiesmentioning

confidence: 99%

“…Fey et al (2006) may have obtained different outcomes from Yoder and Warren (2002) because they changed the form of intervention, breaking down the target response into smaller steps, something we see as an increase in intervention intensity. Our own requesting intervention takes a similar approach, in addition to increasing other aspects of intensity including dose and dose frequency (Bauer and Jones accepted;Feeley et al 2011;Jones et al 2010). Thus, it may be that, within etiology, response to intervention intensity also varies across skill area.…”

Section: Learner Characteristicsmentioning

confidence: 99%

“…In a growing body of work, we are examining the application of behavior analytic interventions with learners with Down syndrome (Bauer et al 2013;Bauer and Jones 2014;Jones 2006, 2008a, b, c;Feeley et al 2011;Jones et al 2010Jones et al , 2013. The focus of this research has been on developing interventions to address critical areas of need, such as communication (Fidler 2005), that are significantly impaired in this population.…”

Section: Introductionmentioning

confidence: 99%

“…Under these conditions, all children, including those with Down syndrome, improved. This change in the form of intervention, breaking skills into smaller steps, may be particularly important when addressing areas of significant impairment, such as requesting, in learners with Down syndrome (Bauer and Jones accepted;Feeley et al 2011;Jones et al 2010).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Studying Treatment Intensity: Lessons from Two Preliminary Studies

Neil

Jones

2014

J Behav Educ

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Determining how best to meet the needs of learners with Down syndrome requires an approach to intervention delivered at some level of intensity. How treatment intensity affects learner acquisition, maintenance, and generalization of skills can help optimize the efficiency and cost-effectiveness of interventions. There is a growing body of research on the effects of treatment intensity but almost no systematic study of it with children with Down syndrome, providing little guidance about how to approach the study of intensity. In two preliminary studies, we manipulated different aspects of the dose of treatment intensity and measured effects on skill acquisition using single-subject experimental designs. Intensity varied in terms of number of opportunities per session, session duration, and spacing of opportunities (interstimulus interval). Matched responses within a skill area were randomly assigned to a level of intensity and acquisition was compared. Results reveal lessons about what aspects of intensity to manipulate and how, selecting experimental designs, measuring multiple outcomes, and the influence of learner characteristics. These lessons highlight directions for future approaches to tease apart the relative contributions of different aspects of intensity on skill acquisition and determine the most effective intensity of early intervention for children with Down syndrome.

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Teaching Responses to Questions to Young Children With Down Syndrome

Bauer

Jones

Feeley

2013

Behavioral Interventions

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Despite extensive evidence of significant and pervasive impairments in communication in individuals with Down syndrome, there is relatively little empirical and behavior analytic research demonstrating effective intervention procedures. In this study, we examined a behavior analytic intervention to teach answers to questions in two children with Down syndrome. Children acquired the target responses and generalized across settings and people. This contributes to the growing body of demonstrations of behavior analytic interventions to address the needs of children with Down syndrome.

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Advancing imitation and requesting skills in toddlers with Down syndrome

Cited by 18 publications

References 28 publications

Effectiveness of Responsive Teaching With Children With Down Syndrome

Effectiveness of Responsive Teaching With Children With Down Syndrome

Studying Treatment Intensity: Lessons from Two Preliminary Studies

Teaching Responses to Questions to Young Children With Down Syndrome

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