Distance delivery of a spoken language intervention for school-aged and adolescent boys with fragile X syndrome
- Resource Type
- Authors
- Lauren Bullard; Sarah Nelson; Amy Banasik; Robyn Tempero Feigles; Randi J Hagerman; Andrea McDuffie; Leonard J Abbeduto
- Source
- Developmental neurorehabilitation, vol 21, iss 1
- Subject
- Male
narrative story-telling
Adolescent
Intellectual and Developmental Disabilities (IDD)
Lexical diversity
Mothers
Context (language use)
Language Development
Article
Developmental psychology
Treatment and control groups
Paediatrics and Reproductive Medicine
03 medical and health sciences
0302 clinical medicine
Rare Diseases
Developmental Neuroscience
Distance teleconferencing
Intervention (counseling)
Intellectual disability
medicine
Humans
Psychology
0501 psychology and cognitive sciences
Set (psychology)
Child
Pediatric
Communication
business.industry
05 social sciences
Rehabilitation
Neurosciences
General Medicine
medicine.disease
parent-implemented intervention
Telemedicine
expressive language sampling
Brain Disorders
Fragile X syndrome
Mental Health
Fragile X Syndrome
Pediatrics, Perinatology and Child Health
Language Therapy
business
030217 neurology & neurosurgery
050104 developmental & child psychology
Spoken language
- Language
A small randomized group design (N=20) was used to examine a parent-implemented intervention designed to improve the spoken language skills of school-aged and adolescent boys with FXS, the leading cause of inherited intellectual disability. The intervention was implemented by speech-language pathologists who used distance video-teleconferencing to deliver the intervention. The intervention taught mothers to use a set of language facilitation strategies while interacting with their children in the context of shared story-telling. Treatment group mothers significantly improved their use of the targeted intervention strategies. Children in the treatment group increased the duration of engagement in the shared story-telling activity as well as use of utterances that maintained the topic of the story. Children also showed increases in lexical diversity, but not in grammatical complexity.