dc.contributor.author | Næss, Kari-Anne Bottegård | |
dc.contributor.author | Hokstad, Silje | |
dc.contributor.author | Engevik, Liv Inger | |
dc.contributor.author | Lervåg, Arne | |
dc.contributor.author | Smith, Elizabeth | |
dc.date.accessioned | 2022-09-29T07:31:39Z | |
dc.date.available | 2022-09-29T07:31:39Z | |
dc.date.created | 2022-02-09T12:05:39Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Næss, K.-A. B., Hokstad, S., Engevik, L. I., Lervåg, A. & Smith, E. (2022). A randomized trial of the digital Down Syndrome LanguagePlus (DSL+) vocabulary intervention program. Remedial and Special Education, 43(5), 314-327. | en_US |
dc.identifier.issn | 0741-9325 | |
dc.identifier.uri | https://hdl.handle.net/11250/3022441 | |
dc.description.abstract | This study investigated the effect of the digital Down Syndrome LanguagePlus (DSL+) intervention on vocabulary outcomes through a school-delivered randomized controlled trial. A national sample of first graders with Down syndrome from 91 schools was allocated to an intervention group (n = 50), which received daily intervention for 15 weeks, or a business-as-usual control group (n = 53). The intervention involved picture book sharing and structured tasks and was organized as one-to-one, small-group, and full-class lessons. Children in the intervention group made greater gains than children in the control group in expressive vocabulary breadth (d = .429, CI [.160, .699]) and receptive vocabulary breadth (d = .447, CI [.193, .700]). The outcomes indicate that the novel DSL+ intervention is an effective intervention to increase trained vocabulary among first graders with Down syndrome, and it takes only 15 minutes of effort 5 days a week. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Sage | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | A Randomized Trial of the Digital Down Syndrome LanguagePlus (DSL+) Vocabulary Intervention Program | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © Hammill Institute on Disabilities 2022 | en_US |
dc.source.pagenumber | 314-327 | en_US |
dc.source.volume | 43 | en_US |
dc.source.journal | Remedial and special education | en_US |
dc.source.issue | 5 | en_US |
dc.identifier.doi | 10.1177/07419325211058400 | |
dc.identifier.cristin | 1999461 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |