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Am J Intellect Dev Disabil. 2016 May;121(3):236-65. doi: 10.1352/1944-7558-121.3.236.

A Spoken-Language Intervention for School-Aged Boys With Fragile X Syndrome.

Author information

1
Andrea McDuffie, University of California-Davis, Department of Psychiatry and Behavioral Sciences, MIND Institute, Sacramento, California;
2
Wendy Machalicek, University of Oregon, Department of Special Education and Clinical Sciences, Eugene, Oregon;
3
Lauren Bullard, Sarah Nelson, Melissa Mello, Robyn Tempero-Feigles, Nancy Castignetti, and Leonard Abbeduto, University of California-Davis, Department of Psychiatry and Behavioral Sciences, MIND Institute, Sacramento, California.

Abstract

Using a single case design, a parent-mediated spoken-language intervention was delivered to three mothers and their school-aged sons with fragile X syndrome, the leading inherited cause of intellectual disability. The intervention was embedded in the context of shared storytelling using wordless picture books and targeted three empirically derived language-support strategies. All sessions were implemented through distance videoteleconferencing. Parent education sessions were followed by 12 weekly clinician coaching and feedback sessions. Data were collected weekly during independent homework and clinician observation sessions. Relative to baseline, mothers increased their use of targeted strategies, and dyads increased the frequency and duration of story-related talking. Generalized effects of the intervention on lexical diversity and grammatical complexity were observed. Implications for practice are discussed.

KEYWORDS:

fragile X syndrome; parents; shared book reading; spoken-language intervention

PMID:
27119214
PMCID:
PMC4849176
DOI:
10.1352/1944-7558-121.3.236
[Indexed for MEDLINE]
Free PMC Article

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