The purpose of this study was to extend previous research by examining the effects of concurrent parent and therapist-implemented Joint Attention Symbolic Play and Emotional Regulation-Enhanced Milieu Teaching with Sign Language (J-EMT+Sign) on parent use of J-EMT+Sign strategies with their young children with Down syndrome and to examine the effects of the intervention on the language use of two young children with Down syndrome with mental age below 18 months. In a multiple baseline across parent behaviors, a functional relationship was demonstrated between the Teach-Model-Coach-Review approach for teaching parents the J-EMT +Sign intervention and parent use of the strategies. Child progress in communication could not be attributed to the intervention because changes in child spoken and signed communication were variable and occurred over an extended period of time of parent and therapist intervention. Implementing the intervention during play activities was challenging for parents due to childrens lack of play skills and difficulty remaining engaged with objects and adults for extended periods of time. Future research on J-EMT+Sign with children with Down syndrome with mental age below 18 months should address alternative ways to maximize parent success and to increase the impact of the intervention on child language. These alternatives might include 1) implementing the intervention during routines in which the child readily engages in the activity (e.g., social routines, caregiving activities), and 2) implementing the intervention in several play sessions with the therapist only before introducing the intervention in play sessions with the parent.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-04072015-171837 |
| Date | 10 April 2015 |
| Creators | Windsor, Kelly Sue |
| Contributors | Dr. Ann P. Kaiser, Dr. Mary Louise Hemmeter |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-04072015-171837/ |
| Rights | restrictone, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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