Young children with Down syndrome (DS) often demonstrate impaired oral vocabulary development; however, few intervention studies have focused on this population. One promising method to improve the oral vocabulary of young children with DS may be to train their parents to intervene at home. In this study, we used tele-education methods (e.g., videoconferences, email) to coach parents to implement an adapted version of Down Syndrome LanguagePlus (DSL+). Four children with DS (aged 5–6 years) participated in the multiple probe across behaviors (i.e., stories) single-case research design study. Increasing trends during baseline and data variability precluded confirmation of a functional relation; however, results indicated that all participants increased their scores on mastery measures of targeted vocabulary. Three of the four parents implemented DSL+ with high fidelity and responded favorably to social validity interviews.

唐氏综合症（DS）的幼儿经常表现出口腔词汇发育受损；然而，很少有干预研究集中在这一人群上。改善DS幼儿口语能力的一种有前途的方法可能是训练父母在家进行干预。在这项研究中，我们使用了远程教育方法（例如，视频会议，电子邮件）来指导父母实施唐氏综合症LanguagePlus（DSL +）的改编版本。四个DS患儿（5-6岁）参与了跨行为（即故事）单例研究设计研究的多重探究。基线和数据可变性期间的趋势不断增加，因此无法确定功能关系；但是，结果表明，所有参与者在掌握目标词汇量方面的得分都得到了提高。