View in EDS

The Effects of Co-Treatment on Concept Development in Children with Down Syndrome

Saved in:
Bibliographic Details
Title: The Effects of Co-Treatment on Concept Development in Children with Down Syndrome
Language: English
Authors: Lund, Emily, Young, Amanda, Yarbrough, Rosalyna
Source: Communication Disorders Quarterly. May 2020 41(3):176-187.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Outcomes of Treatment, Concept Formation, Down Syndrome, Adapted Physical Education, Physical Education Teachers, Speech Language Pathology, Allied Health Personnel, Regular and Special Education Relationship, Vocabulary Development, Preschool Children, Learning Processes, Individual Characteristics, Semantics, Teaching Methods
Assessment and Survey Identifiers: Bracken Basic Concept Scale
DOI: 10.1177/1525740119827264
ISSN: 1525-7401
Abstract: This preliminary study investigated the effects of co-treatment by an adapted physical educator and speech-language pathologist on basic concept vocabulary learning in preschool children with Down syndrome as compared with the effects of treatment by either professional alone. In a Repeated Acquisition Design/Adapted Alternating Treatment study, 10 preschool children with Down syndrome were taught five basic concept words each week in a co-treatment intervention, in adapted physical education alone, or in speech-language therapy alone across 9 weeks. Each week, participants participated in a pre- and posttest. Four children learned the most words in the co-treatment condition and the remaining six children did not learn different numbers of words across conditions. Individual characteristics of children in the study were evaluated to determine possible factors that differentiate learning patterns among children. This preliminary study provides evidence that co-treatment may be effective for vocabulary teaching for some children with Down syndrome, particularly those with relatively high nonverbal intelligence.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1249168
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1249168
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effects of Co-Treatment on Concept Development in Children with Down Syndrome
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lund%2C+Emily%22">Lund, Emily</searchLink><br /><searchLink fieldCode="AR" term="%22Young%2C+Amanda%22">Young, Amanda</searchLink><br /><searchLink fieldCode="AR" term="%22Yarbrough%2C+Rosalyna%22">Yarbrough, Rosalyna</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Communication+Disorders+Quarterly%22"><i>Communication Disorders Quarterly</i></searchLink>. May 2020 41(3):176-187.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2020
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Outcomes+of+Treatment%22">Outcomes of Treatment</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Down+Syndrome%22">Down Syndrome</searchLink><br /><searchLink fieldCode="DE" term="%22Adapted+Physical+Education%22">Adapted Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Bracken+Basic+Concept+Scale%22">Bracken Basic Concept Scale</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/1525740119827264
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1525-7401
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This preliminary study investigated the effects of co-treatment by an adapted physical educator and speech-language pathologist on basic concept vocabulary learning in preschool children with Down syndrome as compared with the effects of treatment by either professional alone. In a Repeated Acquisition Design/Adapted Alternating Treatment study, 10 preschool children with Down syndrome were taught five basic concept words each week in a co-treatment intervention, in adapted physical education alone, or in speech-language therapy alone across 9 weeks. Each week, participants participated in a pre- and posttest. Four children learned the most words in the co-treatment condition and the remaining six children did not learn different numbers of words across conditions. Individual characteristics of children in the study were evaluated to determine possible factors that differentiate learning patterns among children. This preliminary study provides evidence that co-treatment may be effective for vocabulary teaching for some children with Down syndrome, particularly those with relatively high nonverbal intelligence.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2020
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1249168
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1249168
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/1525740119827264
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 176
    Subjects:
      – SubjectFull: Outcomes of Treatment
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Down Syndrome
        Type: general
      – SubjectFull: Adapted Physical Education
        Type: general
      – SubjectFull: Physical Education Teachers
        Type: general
      – SubjectFull: Speech Language Pathology
        Type: general
      – SubjectFull: Allied Health Personnel
        Type: general
      – SubjectFull: Regular and Special Education Relationship
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Semantics
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Bracken Basic Concept Scale
        Type: general
    Titles:
      – TitleFull: The Effects of Co-Treatment on Concept Development in Children with Down Syndrome
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lund, Emily
      – PersonEntity:
          Name:
            NameFull: Young, Amanda
      – PersonEntity:
          Name:
            NameFull: Yarbrough, Rosalyna
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 1525-7401
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Communication Disorders Quarterly
              Type: main
ResultId 1