ABSTRACT

Research focused on identifying effective interventions for individuals with Down syndrome is increasingly informed by the behavioral phenotype – a profile of performance associated with a genetic abnormality. Recent studies substantiate the efficacy of phenotypically aligned instruction in improving basic reading skills for children with Down syndrome. However, research does not yet relate the reading intervention with improvements in curriculum-based measures, including the reading of connected text. The aim of this study was to examine the effect of phenotypically aligned reading instruction on the acquisition of advanced graphemes (e.g., digraphs) for children with Down syndrome. Four children received reading instruction in their typical education environment. Although findings from proximal measures provide support for the intervention, performance on curriculum-based measures was mixed. Future research should continue to probe the impact of the intervention on a diverse range of skills.

摘要

专注于为唐氏综合症患者确定有效干预措施的研究越来越多地受到行为表型的影响——一种与遗传异常相关的表现特征。最近的研究证实了表型一致的教学在提高唐氏综合症儿童的基本阅读技能方面的功效。然而，研究尚未将阅读干预与基于课程的措施的改进联系起来，包括阅读相关文本。本研究的目的是检查表型对齐的阅读教学对唐氏综合症儿童获得高级字素（例如，有向图）的影响。四个孩子在他们典型的教育环境中接受了阅读指导。尽管近端测量的结果为干预提供了支持，基于课程的措施的表现参差不齐。未来的研究应继续探讨干预对各种技能的影响。