As practitioners in the field of speech-language pathology, it is imperative to stay informed about evidence-based interventions that can enhance the language and communication skills of children with Down syndrome (DS). A recent mini-review titled Shared book reading as a context for language intervention for children with Down syndrome: a mini-review offers valuable insights into the potential benefits of Shared Book Reading (SBR) as an intervention for this population.
According to the mini-review, SBR interventions can significantly improve language and communication outcomes for young children with DS. The review highlights several key findings:
- Interventions incorporating SBR are associated with improved language and communication outcomes.
- SBR strategies lead to increased parental sensitivity and better engagement during reading sessions.
- Parents often continue to implement SBR strategies even after the intervention period, indicating the sustainability of the approach.
However, the evidence is currently limited in scope and quality, with most studies being single case studies. Only one study included a control group, making it challenging to draw definitive conclusions. Despite these limitations, the review suggests that SBR holds promise as an effective intervention for children with DS.
Here are some practical steps practitioners can take to implement SBR strategies effectively:
- Use Structured Strategies: Implement structured SBR strategies such as CROWD (completion, recall, open-ended questions, wh-questions, and distancing) and PEER (prompt, evaluate, expand, repeat). These strategies can be adapted to meet the specific needs of children with DS.
- Engage Parents: Train parents to use SBR strategies effectively. Parental involvement is crucial for the success of the intervention, as they can provide consistent and supportive environments for language development.
- Monitor Progress: Regularly assess the child's language and communication skills to ensure that the intervention is effective. Adjust strategies as needed to meet the individual needs of each child.
Given the variability in cognitive profiles among children with DS, it is essential to tailor SBR interventions to meet the specific needs of each child. Further research is needed to identify the most effective components of SBR interventions and to explore how these strategies can be adapted to accommodate the unique characteristics of children with DS.
To read the original research paper, please follow this link: Shared book reading as a context for language intervention for children with Down syndrome: a mini-review.
