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ERIC Number: EJ1069289
Record Type: Journal
Publication Date: 2015-Jul
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1944-7515
Why Dose Frequency Affects Spoken Vocabulary in Preschoolers with Down Syndrome
Yoder, Paul J.; Woynaroski, Tiffany; Fey, Marc E.; Warren, Steven F.; Gardner, Elizabeth
American Journal on Intellectual and Developmental Disabilities, v120 n4 p302-314 Jul 2015
In an earlier randomized clinical trial, daily communication and language therapy resulted in more favorable spoken vocabulary outcomes than weekly therapy sessions in a subgroup of initially nonverbal preschoolers with intellectual disabilities that included only children with Down syndrome (DS). In this reanalysis of the dataset involving only the participants with DS, we found that more therapy led to larger spoken vocabularies at posttreatment because it increased children's canonical syllabic communication and receptive vocabulary growth early in the treatment phase.
American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Institute on Deafness and Other Communication Disorders (NIDCD); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: R01DC007660; P30 NICHD HD 002528; H325D080075