Requesting and Verbal Imitation Intervention for Infants with Down syndrome: Generalization, Intelligibility, and Problem Solving

Early Intervention for Children with Intellectual Disabilities: An Update

“…Refinements that consider intervention intensity, degree of structure needed, as well as unique effects on specific subgroups such as children with Down syndrome can be of value (Yoder et al . , ; Bauer & Jones ).…”

“…Indeed, even when combining responsivity education for parents with staffimplemented intervention, consistent and sustained effects are difficult to achieve (Fey et al 2006(Fey et al , 2013Warren et al 2008;Yoder et al 2014). Refinements that consider intervention intensity, degree of structure needed, as well as unique effects on specific subgroups such as children with Down syndrome can be of value (Yoder et al 2014(Yoder et al , 2015Bauer & Jones 2015).…”

Uncovering the evidence for behavioral interventions with individuals with fragile X syndrome: A systematic review

“…Future studies should also examine interventions that play to phenotypic strengths in individuals with FXS, such as using priming (an antecedent strategy) to capitalize on their memory for meaningful information. For example, in research on Down syndrome by Jones and colleagues, interventions to address impairments in verbal imitation and requesting build on phenotypic strengths in social interest (Bauer & Jones, 2014b;Feeley, Jones, Bauer, & Blackburn, 2011). For individuals with FXS, capitalizing on perseverative interests, a phenotypic characteristic, could be used to teach joint attention, an area of impairment (Hall et al, 2010).…”

Effects of intervention intensity on skill acquisition and task persistence in children with Down syndrome

“…To optimally address the needs of individuals with Down syndrome, interventions addressing impairments should be both effective and efficient. Growing evidence indicates applied behaviour analytic teaching can effectively address critical areas of weakness for children with Down syndrome (e.g., Bauer, & Jones, ; Bauer, Jones, & Feeley, ; Bauer & Jones,; Feeley, Jones, Blackburn, & Bauer, ; Jones, Neil, & Feeley, ). The behaviour analytic interventions that have been examined are high intensity, involving a number of repeated teacher‐directed learning opportunities, presented in close proximity, with specific prompting procedures, high rates of reinforcement and error correction procedures.…”