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Personalized reading intervention for children with Down syndrome
Affiliation:1. Peabody College of Vanderbilt University, United States;2. Tennessee Technological University, United States;3. Georgia State University, United States;4. Southern Methodist University, United States;5. Colorado State University, United States;6. University of North Georgia, United States;1. University of South Dakota, United States;2. University of Kansas, United States;3. Purdue University, United States;4. Wayne State College, United States;1. Texas A&M University, United States;2. The University of Texas at Austin, United States;1. Department of Psychological Science, UC Irvine, Irvine, CA, United States;2. Center for Developmental Science, UNC Chapel Hill, Chapel Hill, NC, United States;3. Institute of Child Development, University of Minnesota, Minneapolis, MN, United States;1. University of Illinois at Chicago, United States;2. Elmhurst College, United States;1. Department of Developmental and Social Psychology, University of Padova, Italy;2. School of Education, Boston University, USA
Abstract:The purpose of this replication study was to evaluate the potential efficacy and feasibility of an early reading intervention for children with Down syndrome. The intervention was developed in alignment with the Down syndrome behavioral phenotype. Six children between the ages of seven and ten years participated in a series of multiple-probe across lessons single-case design studies. Results indicate a functional relation between intervention and reading outcomes for four children. Results were mixed for one participant and no functional relation was demonstrated for another. The potential promise of pursuing aptitude-by-treatment interaction research for subgroups of learners with similar characteristics as an effort to personalize intervention is discussed.
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