Developing an Early Reading Intervention Aligned With the Down Syndrome Behavioral Phenotype

被引：23

作者：

Lemons, Christopher J. ^{[1
]}

King, Seth A. ^{[2
]}

Davidson, Kimberly A. ^{[1
]}

Puranik, Cynthia S. ^{[3
]}

Al Otaiba, Stephanie ^{[4
]}

Fulmer, Deborah ^{[5
]}

Mrachko, Alicia A. ^{[6
]}

Partanen, Jane ^{[5
]}

Fidler, Deborah J. ^{[7
]}

机构：

[1] Vanderbilt Univ, Peabody Coll, Box 228,110 Magnolia Circle,418C OMC, Nashville, TN 37203 USA

[2] Tennessee Technol Univ, Cookeville, TN 38505 USA

[3] Georgia State Univ, Atlanta, GA 30303 USA

[4] Southern Methodist Univ, Dallas, TX USA

[5] Univ Pittsburgh, Pittsburgh, PA 15260 USA

[6] Bowling Green State Univ, Bowling Green, OH 43403 USA

[7] Colorado State Univ, Ft Collins, CO 80523 USA

来源：

FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES | 2017年 / 32卷 / 03期

关键词：

reading; phonological awareness; phonics; Down syndrome; behavioral phenotype; PHONOLOGICAL AWARENESS INTERVENTIONS; CHILDREN; STUDENTS; INSTRUCTION; EDUCATION; LITERACY; GENETICS;

D O I：

10.1177/1088357615618941

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The aim of this project was to develop an early reading intervention for children with Down syndrome based on the related behavioral phenotype. The intervention targeted learning of letter-sound correspondences, reading of decodable and high frequency words, and phonological awareness. We evaluated the feasibility and potential efficacy of the intervention with seven children between the ages of 6 and 8 years who participated in a series of multiple-probe across lessons single-case design studies. Results indicate a functional relation between the intervention and mastery of taught content for three students. Two students demonstrated positive although inconsistent response; two students demonstrated limited learning. Implications for future research and practice are discussed.

引用

页码：176 / 187

页数：12

共 38 条

[21] The emerging down syndrome behavioral phenotype in early childhood - Implications for practice
Fidler, DJ
[J]. INFANTS & YOUNG CHILDREN, 2005, 18 (02) : 86 - 103
[22] Fuchs D., 2006, HDB ED PSYCHOL, P187
[23] Gast D.L., 2014, Single case research method: Applications in special education and behavior sciences, P251, DOI DOI 10.4324/9780203521892
[24] Special education and genetics: Connections for the 21st century
Hodapp, RM
Fidler, DJ
[J]. JOURNAL OF SPECIAL EDUCATION, 1999, 33 (03) : 130 - 137
[25] Advances in educational strategies for children with Down syndrome
Hodapp, RM
Freeman, SFN
[J]. CURRENT OPINION IN PSYCHIATRY, 2003, 16 (05) : 511 - 516
[26] Hodapp RM, 2002, CLIN DEV MED, P137
[27] Genetic etiologies of mental retardation: Issues for interventions and interventionists
Hodapp, RM
DesJardin, JL
[J]. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES, 2002, 14 (04) : 323 - 338
[28] Kaufman A.S., 2004, KBIT 2, V2nd
[29] Lemon C.J., 2010, Reading Research Quarterly, V45, P134, DOI DOI 10.1598/RRQ.45.2.1
[30] Adapting Phonological Awareness Interventions for Children With Down Syndrome Based on the Behavioral Phenotype: A Promising Approach?
Lemons, Christopher J.
King, Seth A.
Davidson, Kimberly A.
Puranik, Cynthia S.
Fulmer, Deborah
Mrachko, Alicia A.
Partanen, Jane
Al Otaiba, Stephanie
Fidler, Deborah J.
[J]. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES, 2015, 53 (04) : 271 - 288

← 1 2 3 4 →