This preliminary study investigated the effects of co-treatment by an adapted physical educator and speech-language pathologist on basic concept vocabulary learning in preschool children with Down syndrome as compared with the effects of treatment by either professional alone. In a Repeated Acquisition Design/Adapted Alternating Treatment study, 10 preschool children with Down syndrome were taught five basic concept words each week in a co-treatment intervention, in adapted physical education alone, or in speech-language therapy alone across 9 weeks. Each week, participants participated in a pre- and posttest. Four children learned the most words in the co-treatment condition and the remaining six children did not learn different numbers of words across conditions. Individual characteristics of children in the study were evaluated to determine possible factors that differentiate learning patterns among children. This preliminary study provides evidence that co-treatment may be effective for vocabulary teaching for some children with Down syndrome, particularly those with relatively high nonverbal intelligence.

中文翻译：

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联合治疗对唐氏综合症患儿概念发展的影响

本初步研究调查了由适应的体育教育者和语言病理学家共同治疗对患有唐氏综合症的学龄前儿童基本概念词汇学习的影响，与单独使用任一专业人员的治疗效果进行比较。在重复习得设计/适应交替治疗研究中，10 名患有唐氏综合症的学龄前儿童每周在 9 周内通过联合治疗干预、单独的适应性体育或单独的言语语言治疗学习五个基本概念词。每周，参与者都参加了前测和后测。四个孩子在共同治疗条件下学习的单词最多，其余六个孩子在不同条件下没有学习不同数量的单词。评估研究中儿童的个体特征，以确定区分儿童学习模式的可能因素。这项初步研究提供的证据表明，联合治疗可能对某些唐氏综合症儿童的词汇教学有效，尤其是那些非语言智力相对较高的儿童。