Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model

Timpe, Erika M; Kent-Walsh, Jennifer; Binger, Cathy; Hahs‐Vaughn, Debbie L.; Harrington, Nancy Grant; Schwartz, Jamie

doi:10.1080/07434618.2021.1921025

Cited by 13 publications

(9 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The intervention studies included one randomized-controlled trial including a non-intervention control group (Naess et al, 2022), and four single case experimental designs (Kent-Walsh et al, 2010;Na and Wilkinson, 2019;Pierson et al, 2021;Timpe et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

“…The number of participants with DS ranged from one child (Kent-Walsh et al, 2010;Na and Wilkinson, 2019), three children (Timpe et al, 2021), to 103 children (Naess et al, 2022). Children were aged between 3;0 (Timpe et al, 2021) and 6;11 years (Naess et al, 2022).…”

Section: Combined Interventions Including Sbrmentioning

confidence: 99%

“…Three studies involved parent-mediated interventions delivered one-to-one within the home setting (Kent-Walsh et al, 2010;Na and Wilkinson, 2019;Timpe et al, 2021). One study was classroom-based, delivered by teaching staff (Naess et al, 2022) with a combination of one-to-one, group and whole classroom sessions.…”

Section: Combined Interventions Including Sbrmentioning

confidence: 99%

“…Parents and teachers received training ranging from a single one-hour instructional session followed by five sessions with prompting and feedback from the clinician (Na and Wilkinson, 2019) to several hours of in-person and/ or online interactive training and continuous support throughout the intervention, including the intervention materials (Timpe et al, 2021) and an intervention manual (Naess et al, 2022). The children received between 11 (Na and Wilkinson, 2019) and 75 intervention sessions (Naess et al, 2022) in total, with the story reading component often lasting about 10 minutes (Kent-Walsh et al, 2010;Timpe et al, 2021;Naess et al, 2022), and ranging between six (Na and Wilkinson, 2019) and 47 minutes (Kent-Walsh et al, 2010). The sessions were spread over a period lasting between three (Timpe et al, 2021) and 15 weeks (Naess et al, 2022).…”

Section: Combined Interventions Including Sbrmentioning

confidence: 99%

“…The children received between 11 (Na and Wilkinson, 2019) and 75 intervention sessions (Naess et al, 2022) in total, with the story reading component often lasting about 10 minutes (Kent-Walsh et al, 2010;Timpe et al, 2021;Naess et al, 2022), and ranging between six (Na and Wilkinson, 2019) and 47 minutes (Kent-Walsh et al, 2010). The sessions were spread over a period lasting between three (Timpe et al, 2021) and 15 weeks (Naess et al, 2022). The frequency of sessions ranged from two to three times a week (Kent-Walsh et al, 2010;Na and Wilkinson, 2019;Timpe et al, 2021) to daily sessions (Naess et al, 2022).…”

Section: Combined Interventions Including Sbrmentioning

confidence: 99%

See 4 more Smart Citations

Shared book reading as a context for language intervention for children with Down syndrome: a mini-review

et al. 2023

View full text Add to dashboard Cite

Acquiring language and communication skills is one of the biggest challenges for children with Down syndrome (DS). However, few evidence-based interventions exist to enhance the development of language and communication in this population. Shared book reading (SBR) is well-established as an effective intervention for language and communication development of typically developing children, and evidence of the possible effectiveness of this approach for those at risk of language difficulties is emerging. This paper provides a mini-review of the existing evidence for SBR in relation to language and communication outcomes for young children with DS. A systematic literature search was conducted with the following inclusion criteria: children with DS aged 0–6;11 years, SBR, language or communication outcomes. The results show that interventions which incorporate SBR strategies are associated with improved language and communication outcomes for young children with DS, improved parental sensitivity, and continuing implementation of SBR strategies following intervention instruction. However, evidence is limited in scope, of low quality, including mostly single case studies, with only one study having a control group. We conclude that although SBR may hold promise as a possible intervention, further research is essential to establish what specific components of SBR intervention are most effective for young children with DS and what further adaptations are needed to accommodate the cognitive profile and variability within this population.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Combined Interventions Including Sbrmentioning

confidence: 99%

Section: Combined Interventions Including Sbrmentioning

confidence: 99%

Section: Combined Interventions Including Sbrmentioning

confidence: 99%

Section: Combined Interventions Including Sbrmentioning

confidence: 99%

See 3 more Smart Citations

Shared book reading as a context for language intervention for children with Down syndrome: a mini-review

et al. 2023

View full text Add to dashboard Cite

show abstract

Planning for Implementation Science in Clinical Practice Research: An Augmentative and Alternative Communication Example

Binger

Douglas

Kent-Walsh

2022

Am J Speech Lang Pathol

Self Cite

View full text Add to dashboard Cite

Purpose Most evidence-based clinical research findings in communication sciences and disorders never achieve full implementation by practicing clinicians. To address this almost universal problem, this tutorial focuses on the initial planning steps of including implementation methodologies as part of clinical practice research programs. Integrating the principles and methodologies of implementation science can shift the current reality, leading to better uptake of evidence-based interventions. Method A step-by-step approach to integrating implementation science into new or existing research projects is provided, including the construction of a logic model, the selection of an implementation framework, and the selection of research methodologies. A detailed example of an augmentative and alternative communication research program is provided to illustrate the process. Conclusions Readily available online tools can help researchers start the process of integrating implementation science into clinical practice research, and existing frameworks can assist with developing and guiding research programs to ensure maximal impact. If the ultimate goal is to improve the daily lives of individuals with communication disorders through the use of evidence-based practices, clinical practice researchers must integrate these approaches into their research programs.

show abstract

Applying a Developmental Model to Preliterate Aided Language Learning

Binger,

Harrington,

Kent-Walsh

2024

Am J Speech Lang Pathol

View full text Add to dashboard Cite

Purpose: Childhood spoken language interventions and augmentative and alternative communication (AAC) interventions share a common purpose: maximizing communication and language outcomes. To ensure that interventions for children who require AAC also address expressive language acquisition, this clinical focus article focuses on how to apply a developmental model of language acquisition to guide AAC decision making for preliterate aided communicators, with a particular focus on vocabulary selection. Method: A brief review of early expressive language development is presented, along with arguments for why relying on a developmental model to guide AAC decision making is so critical. A series of detailed examples of how to apply a developmental model to various AAC vocabulary selection approaches are provided, including analyses of how well each approach aligns with pragmatic, semantic, grammatical, and narrative development. Conclusions: No single AAC approach for preliterate AAC language learners adequately addresses both immediate and longer-term expressive language needs; every approach has both strengths and weaknesses. Clinical decision making requires an analysis of each approach to ensure that AAC service delivery teams clearly understand the inevitable linguistic gaps, with plans put into place to fill in those gaps with different approaches. Future efforts to improve preliterate AAC service provision should use a developmental model of language as a starting point, in combination with input from families, educators, and clinicians to ensure the feasibility of the chosen approaches.

show abstract

Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model

Cited by 13 publications

References 34 publications

Shared book reading as a context for language intervention for children with Down syndrome: a mini-review

Shared book reading as a context for language intervention for children with Down syndrome: a mini-review

Planning for Implementation Science in Clinical Practice Research: An Augmentative and Alternative Communication Example

Applying a Developmental Model to Preliterate Aided Language Learning

Contact Info

Product

Resources

About