Teaching spontaneous responses to a young child with Down syndrome

Feeley, Kathleen; Jones, Emily A.

doi:10.3104/case-studies.2007

Cited by 12 publications

(6 citation statements)

References 19 publications

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“…The application of empirically validated intervention to address specific impairments in young children with Down syndrome has the potential to improve immediate and long‐term outcomes. The intervention examined in this study extended the work of the authors' previous studies addressing communication impairments in children with Down syndrome (Feeley et al, ; Feeley & Jones, ). The present study specifically built upon the previous interventions that focused on simple communication skills including verbal imitation, requesting, and spontaneous language, to focusing on another function of communication (i.e., intraverbal responses to questions).…”

Section: Discussionmentioning

confidence: 85%

“…Spontaneous communication is another area of expressive language. Recently, Feeley and Jones () demonstrated the effectiveness of intervention involving the use of multiple opportunities (10 per session), prompting, reinforcement, and error correction to teach spontaneous responses in a three‐year‐old child with Down syndrome. These responses had been taught in verbal imitation intervention first and were then taught as spontaneous responses (e.g., when the interventionist sneezed, the participant was taught to say, ‘Bless you’).…”

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confidence: 99%

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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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Section: Discussionmentioning

confidence: 85%

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confidence: 99%

Teaching Responses to Questions to Young Children With Down Syndrome

Bauer

Jones

Feeley

2013

Behavioral Interventions

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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%

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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“…Therefore, I welcome the publication of two papers in this issue from Kathleen Feeley and Emily Jones demonstrating both the strengths of the approach for children with Down syndrome. One paper provides an example of using the behavioural approach to teach new skills [4] and the other paper demonstrates the power of the approach for changing unwanted behaviours [5] . In the paper, which focuses on new skills [4] , it is communication skills that are taught using the behavioural approach.…”

mentioning

confidence: 99%

“…One paper provides an example of using the behavioural approach to teach new skills [4] and the other paper demonstrates the power of the approach for changing unwanted behaviours [5] . In the paper, which focuses on new skills [4] , it is communication skills that are taught using the behavioural approach. The paper reports a case study and illustrates the effectiveness of the approach in increasing the spontaneous comments chanGInG BEhaVIOuR…”

mentioning

confidence: 99%

The power of behavioural approaches – we need a revival

Buckley¹

2008

Downs Syndr. Res. Pract.

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Teaching spontaneous responses to a young child with Down syndrome

Cited by 12 publications

References 19 publications

Teaching Responses to Questions to Young Children With Down Syndrome

Teaching Responses to Questions to Young Children With Down Syndrome

Studying Treatment Intensity: Lessons from Two Preliminary Studies

The power of behavioural approaches – we need a revival

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