Department of Special Education and Literacy, C.W. Post Campus of Long Island University, 720 Northern Blvd, Brookville, NY 11548, United States.
Res Dev Disabil. 2011 Nov-Dec;32(6):2415-30. doi: 10.1016/j.ridd.2011.07.018. Epub 2011 Aug 5.
Drawing upon information about the Down syndrome behavioral phenotype and empirically based intervention strategies, we examined intervention addressing early communication impairments in young children with Down syndrome. Intervention involved multiple opportunities, shaping, prompting, and reinforcement to address both verbal imitation and requesting. Intervention also incorporated the relative strengths in social development characteristic of the Down syndrome behavioral phenotype by focusing on a more social request prior to addressing the more impaired instrumental request, as well as incorporating social consequences. Three of the four toddlers with Down syndrome were taught verbal imitation skills, two of whom generalized to novel sounds. All four toddlers with Down syndrome acquired requesting skills in the form of gaze shifting and vocalizing; three were also taught verbal approximations of requesting words (e.g., "mm" for "more") using imitative prompts. These results contribute to the small, but growing, literature demonstrating behavior analytic interventions informed by an understanding of the Down syndrome behavioral phenotype.
借鉴唐氏综合征行为表现以及基于实证的干预策略方面的信息，我们研究了针对唐氏综合征幼儿早期沟通障碍的干预措施。该干预措施包括多种机会，塑造，提示和强化，以解决口头模仿和请求两个方面的问题。该干预措施还结合了唐氏综合征行为表现的相对社会发展优势，通过关注更社交化的请求，然后再解决更受损的工具性请求，并纳入社会后果。其中有四个唐氏综合征幼儿接受了口头模仿技能的教学，其中两个幼儿将其泛化到了新的声音上。所有四个唐氏综合征幼儿都以眼神转移和发声的形式获得了请求技能；其中三个幼儿还使用模仿提示学习了请求单词的口头近似词（例如，“mm”表示“更多”）。这些结果为一小部分但不断增长的文献做出了贡献，这些文献展示了基于对唐氏综合征行为表现的理解的行为分析干预措施。
