This study investigated the effect of the digital Down Syndrome LanguagePlus (DSL+) intervention on vocabulary outcomes through a school-delivered randomized controlled trial. A national sample of first graders with Down syndrome from 91 schools was allocated to an intervention group (n = 50), which received daily intervention for 15 weeks, or a business-as-usual control group (n = 53). The intervention involved picture book sharing and structured tasks and was organized as one-to-one, small-group, and full-class lessons. Children in the intervention group made greater gains than children in the control group in expressive vocabulary breadth (d = .429, CI [.160, .699]) and receptive vocabulary breadth (d = .447, CI [.193, .700]). The outcomes indicate that the novel DSL+ intervention is an effective intervention to increase trained vocabulary among first graders with Down syndrome, and it takes only 15 minutes of effort 5 days a week.

本研究通过学校提供的随机对照试验调查了数字唐氏综合症 LanguagePlus (DSL+) 干预对词汇结果的影响。来自 91 所学校的唐氏综合症一年级学生的全国样本被分配到一个干预组 ( n = 50)，该干预组接受了 15 周的每日干预，或一个一切照旧的对照组 ( n = 53)。干预涉及图画书共享和结构化任务，并被组织为一对一、小组和全班课程。干预组的儿童在表达词汇广度 ( d = .429, CI [.160, .699]) 和接受词汇广度 ( d= .447, CI [.193, .700])。结果表明，新的 DSL+ 干预是一种有效的干预措施，可以增加一年级唐氏综合症学生的训练词汇量，每周 5 天只需 15 分钟的努力。