A Spoken-Language Intervention for School-Aged Boys With Fragile X Syndrome.
Using a single case design, a parent-mediated spoken-language intervention was delivered to three mothers and their school-aged sons with fragile X syndrome, the leading inherited cause of intellectual disability. The intervention was embedded in the context of shared storytelling using wordless picture books and targeted three empirically derived language-support strategies. All sessions were implemented through distance videoteleconferencing. Parent education sessions were followed by 12 weekly clinician coaching and feedback sessions. Data were collected weekly during independent homework and clinician observation sessions. Relative to baseline, mothers increased their use of targeted strategies, and dyads increased the frequency and duration of story-related talking. Generalized effects of the intervention on lexical diversity and grammatical complexity were observed. Implications for practice are discussed.
Andrea McDuffie, University of California-Davis, Department of Psychiatry and Behavioral Sciences, MIND Institute, Sacramento, California;
Andrea
A
McDuffie
Wendy Machalicek, University of Oregon, Department of Special Education and Clinical Sciences, Eugene, Oregon;
Wendy
W
Machalicek
Lauren Bullard, Sarah Nelson, Melissa Mello, Robyn Tempero-Feigles, Nancy Castignetti, and Leonard Abbeduto, University of California-Davis, Department of Psychiatry and Behavioral Sciences, MIND Institute, Sacramento, California.
Lauren
L
Bullard
Lauren Bullard, Sarah Nelson, Melissa Mello, Robyn Tempero-Feigles, Nancy Castignetti, and Leonard Abbeduto, University of California-Davis, Department of Psychiatry and Behavioral Sciences, MIND Institute, Sacramento, California.
Sarah
S
Nelson
Lauren Bullard, Sarah Nelson, Melissa Mello, Robyn Tempero-Feigles, Nancy Castignetti, and Leonard Abbeduto, University of California-Davis, Department of Psychiatry and Behavioral Sciences, MIND Institute, Sacramento, California.
Melissa
M
Mello
Lauren Bullard, Sarah Nelson, Melissa Mello, Robyn Tempero-Feigles, Nancy Castignetti, and Leonard Abbeduto, University of California-Davis, Department of Psychiatry and Behavioral Sciences, MIND Institute, Sacramento, California.
Robyn
R
Tempero-Feigles
Lauren Bullard, Sarah Nelson, Melissa Mello, Robyn Tempero-Feigles, Nancy Castignetti, and Leonard Abbeduto, University of California-Davis, Department of Psychiatry and Behavioral Sciences, MIND Institute, Sacramento, California.
Nancy
N
Castignetti
Lauren Bullard, Sarah Nelson, Melissa Mello, Robyn Tempero-Feigles, Nancy Castignetti, and Leonard Abbeduto, University of California-Davis, Department of Psychiatry and Behavioral Sciences, MIND Institute, Sacramento, California.
Leonard
L
Abbeduto
D000328:Adult; D002648:Child; D005260:Female; D005600:Fragile X Syndrome / Q000534:rehabilitation*; D006801:Humans; D007808:Language Therapy / Q000379:methods*; D008297:Male; D009035:Mothers / Q000193:education; D016896:Treatment Outcome; D049269:Videoconferencing
fragile X syndrome; parents; shared book reading; spoken-language intervention