LangCog Seminar - Becky Baxter

Evaluating an oral language intervention for children with Down Syndrome

Background: Individuals with Down syndrome experience difficulties with a range of speech and language skills including; speech (e.g., Burgoyne et al., 2021), vocabulary acquisition (e.g., Berglund et al, 2001; Stoel-Gammon, 2001), pragmatic language skills (e.g., Abbeduto, 2008) and syntax (e.g., Frizelle et al., 2018), particularly morphosyntax (e.g., Chapman et al, 1998; Laws & Bishop, 2003).

Research questions: This study evaluated the effectiveness of an oral language intervention developed for children with Down syndrome targeting the regular simple past tense. In addition, any factors associated with intervention gains were explored.

Methods 52 children with Down syndrome (aged 7-11) attending mainstream schools in Hampshire, UK and surrounding borders were recruited. A randomised control trial (RCT) was conducted to measure progress following a language intervention. Participants were allocated into two groups: (1) an intervention group and (2) a delayed intervention group who received the intervention after a 14 week wait period. Children were assessed at three time points: pre-intervention (time 1), after 10-weeks of intervention (time 2), and after the delayed intervention group had received the intervention (time 3). The intervention was delivered by trained teaching assistants who were visited fortnightly by a speech and language therapist and sessions were scored on a scale of 1-4 on the following five criteria; organisation, tailoring to individual needs, compliance, behaviour, enjoyment.

Results: There were no differences between the two groups at time 1. At time 2, the intervention group had made significantly greater gains on standardised measures of regular simple past tense. Generalisation was seen on bespoke measures including matched untaught verbs and use in story retell. Effects did not transfer to other grammatical rules. A number of baseline measures were associated with gains on the intervention including non-verbal mental age, expressive language, word reading and letter sound knowledge. There was a significant correlation between TA mean scores and the intervention gains.

Conclusion: This study shows that children with Down syndrome, who display severe language difficulties, can be taught to use the regular simple past tense. Furthermore, teaching assistants were able to effectively deliver intervention targeting morphosyntax following training, supervision and guidance.

Dr Becky Baxter

Founder and Managing Director

Let's Go!

Becky is the founder and Managing Director of LETS Go!. She began working with children with Down syndrome in 1997 before training as a speech and language therapist. She then worked for Down Syndrome Education International delivering a range of training and services, Becky continues to work with DSEI on a consultancy basis.

Becky delivers training to educators, speech and language therapists and parents worldwide. Her training covers a range of topics across the curriculum as well as in-depth behaviour, speech & language and full school inclusion. Becky is also a registered trainer for the Reading & Language Intervention for children with Down syndrome and guest lectures at University College London.

Her team of specialist inclusion advisory teachers work with parents, professionals and organisations supporting children with Down syndrome. Becky also has a Master’s degree in Language and Communication impairments in Children through Sheffield University, and recently completed her PhD at University College London where she developed and evaluated the effectiveness of a language intervention for children with Down syndrome.