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    Why Dose Frequency Affects Spoken Vocabulary in Preschoolers With Down Syndrome

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    Fey_2015.pdf (995.0Kb)
    Issue Date
    2015-07
    Author
    Yoder, Paul J.
    Woynaroski, Tiffany
    Fey, Marc E.
    Warren, Steven F.
    Gardner, Elizabeth
    Publisher
    American Association on Intellectual and Developmental Disabilities
    Type
    Article
    Article Version
    Scholarly/refereed, author accepted manuscript
    Rights
    © AAIDD
    Metadata
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    Abstract
    In an earlier randomized clinical trial, daily communication and language therapy resulted in more favorable spoken vocabulary outcomes than weekly therapy sessions in a subgroup of initially nonverbal preschoolers with intellectual disabilities that included only children with Down syndrome (DS). In this reanalysis of the dataset involving only the participants with DS, we found that more therapy led to larger spoken vocabularies at posttreatment because it increased children’s canonical syllabic communication and receptive vocabulary growth early in the treatment phase.
    URI
    http://hdl.handle.net/1808/26384
    DOI
    https://doi.org/10.1352/1944-7558-120.4.302
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    • Speech-Language-Hearing Scholarly Works [81]
    Citation
    Yoder, P. J., Woynaroski, T., Fey, M. E., Warren, S. F., & Gardner, E. (2015). Why Dose Frequency Affects Spoken Vocabulary in Preschoolers With Down Syndrome. American Journal on Intellectual and Developmental Disabilities, 120(4), 302–314. http://doi.org/10.1352/1944-7558-120.4.302

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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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