New on Down Syndrome Online

Teaching spontaneous responses to a young child with Down syndrome

Spontaneity is an area of expressive language in children with Down syndrome that has received little attention in the literature. Nonverbal stimuli to which children emit spontaneous utterances do not include explicit adult vocalisations, rather the important features may include nonvocal components (e.g., a bird flying) or the action of another person (e.g., presenting a new toy). In this study, Kathleen Feeley and Emily Jones examine an intensive behavioural intervention to teach spontaneous responses to a child with Down syndrome. Read full article at www.down-syndrome.org/case-studies/2007

Strategies to address challenging behaviour

In this paper, Kathleen Feeley and Emily Jones describe five case studies that reflect commonly occurring challenging behaviours among children with Down syndrome and show how a variety of intervention strategies were used to successfully modify the behaviours. Full article at: www.down-syndrome.org/case-studies/2008

Strategies to address challenging behaviour in young children with Down syndrome

Children with Down syndrome show higher rates (than typically developing children) of behaviour difficulties, including attention problems, social withdrawal, noncompliance, compulsions and self-talk. This new case study illustrates the successful use of behaviourally based intervention procedures to address challenging behaviour in young children with Down syndrome.

doi:10.3104/case-studies.2008

Teaching spontaneous responses to a young child with Down syndrome

Communication can be challenging for children with Down syndrome. This new case study exmaines strategies for promoting spontaneous communication. The authors explore the impact of a behavioural intervention to teach spontaneous utterances with a young child with Down syndrome.

doi:10.3104/case-studies.2007