The ability to narrate past personal events is important for classroom participation and socio-emotional wellbeing. Although school-age children with Down syndrome show significant challenges producing personal event narratives, there is little research to guide personal narrative intervention. This study used a single subject experimental design to investigate the effectiveness of a personal narrative intervention program aimed at enhancing children's ability to include narrative elements when sharing a personal narrative. Eight children with Down syndrome participated in two intervention sessions a week over 7 weeks. Progress was measured as inclusion of narrative elements in response to three types of prompts: an open prompt, the child's own photo, and a generic photo of children engaged in a familiar activity. Parents completed a post-intervention survey to determine social validity and feasibility. Following intervention, five participants demonstrated significant progress on the open prompt, whereas three participants failed to make significant progress on any of the prompts. Although the results highlight the feasibility of the intervention and demonstrate the effectiveness for at least five of the participants, recommendations are provided to guide further work in this important area to help facilitate social inclusion for this group of children.

叙述过去个人事件的能力对于课堂参与和社会情感健康很重要。尽管患有唐氏综合症的学龄儿童在进行个人事件叙述方面表现出巨大的挑战，但很少有研究可以指导个人叙述干预。本研究使用单一主题实验设计来调查个人叙事干预计划的有效性，该计划旨在提高儿童在分享个人叙事时纳入叙事元素的能力。八名患有唐氏综合症的儿童在 7 周内每周参加两次干预会议。进步被衡量为包含对三种类型提示的叙述元素：开放提示、孩子自己的照片和从事熟悉活动的孩子的通用照片。家长完成了一项干预后调查，以确定社会效度和可行性。干预后，五名参与者在开放提示上表现出显着进步，而三名参与者未能在任何提示上取得显着进步。尽管结果突出了干预的可行性并证明了至少五名参与者的有效性，但提供了一些建议以指导这一重要领域的进一步工作，以帮助促进这组儿童的社会包容。