This multiple baseline across-participants single case desgin study examined the effect of small group, phonological awareness intervention on the phonological awareness skills of three school-age children with Down syndrome. Each child with Down syndrome was paired with a typical peer to participate in small group intervention, three sessions per week for seven weeks. Lessons from a single unit in the Intensive Phonological Awareness Program were adapted to incorporate repeated exposure to the curriculum and increased opportunities for practice. A functional relation between the intervention and improved phonological awareness skills was not established based on visual analysis of the probe data across the three participants. However, an increasing therapeutic trend following delayed treatment effects as well as an increase in phase means from baseline to intervention was observed for each participant. This investigation provides preliminary guidance for adapting phonological awareness standard treatment protocols for children with Down syndrome by providing repeated opportunities for practice and including peers in small group intervention.

这项多基线跨参与者单一案例设计研究检查了小组语音意识干预对三名唐氏综合症学龄儿童语音意识技能的影响。每个患有唐氏综合症的孩子都与一个典型的同龄人配对，参与小组干预，每周 3 次，持续七周。强化语音意识计划中单个单元的课程经过调整，以纳入反复接触课程和增加实践机会。基于三个参与者的探测数据的视觉分析，没有建立干预和改善的语音意识技能之间的功能关系。然而，观察到每位参与者在延迟治疗效果以及从基线到干预的阶段均值增加后治疗趋势增加。该调查通过提供重复的练习机会并让同龄人参与小组干预，为适应唐氏综合症儿童的语音意识标准治疗方案提供了初步指导。