Communication Skills

Dodge, Ellen Pritchard

doi:10.1097/00011363-200404000-00007

Cited by 8 publications

(2 citation statements)

References 2 publications

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“…In this prioritization of the intervention's specific goals, the priorities of the family, the severity of the deficit and the importance of learning for functionality in educational and social contexts should also be taken into account [58][59][60]. Similarly, knowledge of the cognitive-behavioral phenotype of DS, such as the neurocognitive profile and developmental trajectory, can also guide intervention practices [61].…”

Section: Discussionmentioning

confidence: 99%

Language Intervention in Down Syndrome: A Systematic Literature Review

Sepúlveda

López-Resa

Pulido-García

et al. 2022

IJERPH

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Language is one of the most affected areas in people with Down syndrome and is one of the most influential throughout their development. That is why the linguistic difficulties presented by this group are susceptible to treatment through different specific interventions. However, little emphasis has been placed on the effectiveness and importance of this type of intervention in improving their language skills. Therefore, this work aimed to carry out a systemic literature review of language intervention programs that have been carried out in the last 20 years. To this end, a total of 18 articles were analyzed in which the effectiveness of different types of treatment related to oral language, written language and communication, in general, was studied, using the guidelines of the PRISMA Statement and the COSMIN methodology. The results highlight that language intervention improves linguistic levels in people with Down Syndrome. Most of the research focuses on early interventions and interventions carried out through individual sessions. Nevertheless, the data are unanimous in considering the efficacy and effectiveness of the proposed treatments for improving the language skills of people with Down syndrome. Thus, linguistic intervention is a fundamental area of work throughout the lives of people with Down syndrome.

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Section: Discussionmentioning

confidence: 99%

Language Intervention in Down Syndrome: A Systematic Literature Review

Sepúlveda

López-Resa

Pulido-García

et al. 2022

IJERPH

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“…However, students with SLCN need to have clinical or pathological support alongside their regular schooling. Dodge (2004), developed a classroom-based intervention program to facilitate partnership between classroom teachers and speech-language pathologists to work toward goals that will improve the classroom environment and facilitate students' academic and social success. He suggested that the student's speech or language impairment can be addressed systematically and thoughtfully within the context of the general education curriculum through the use of research-based strategies, collaboration with the teachers, curricular modifications, etc.…”

Section: Speech and Hearing Disordersmentioning

confidence: 99%

Challenges of Students with Speech-Language and Communication Needs in Classroom Interactions at Bilingual Schools

Chaudhury¹,

Arju²

2021

JIML

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An ideal classroom must ensure active students' participation, participative teaching methodologies, the use of technological resources, and teachers’ positive attitudes towards disability. The National Education Policy 2010 attempted to address inclusive education and the implementation strategies of inclusion into the country’s existing education system. Children with specific speech-language and communication needs (SLCN) are frequently placed in mainstream schools with varying degrees of support yet little or almost no attention is paid to the children’s actual problems and their personal educational needs. Bangladesh is still considered a country where speech-language pathology services are not provided within schools, and many of the children's needs are not deemed to be severe enough to access other educational funding or support services. In this study, the authors explored some of the difficulties children with speechlanguage and communication needs face when learning language and interacting with peers in a classroom setting. The research applied a qualitative research method to investigate the learning and schooling experiences of the sample of children. Interviews were conducted with 36 participants including 10 selected children, their parents, and teachers to highlight the challenges of these children in school and the challenges and frustrations the families and teachers faced. An inductive reflective thematic analysis of the data identified sympathetic attitudes of the teachers and peers, equal opportunities for performance in the classroom discussions, guidance from trained teachers and language therapists, and most importantly the introduction of a personal improvement plan are all needed to create a positive environment for students with SLCN to participate in classroom interaction.

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