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Each child was paired with an atypical peer and received three sessions per week for seven weeks. Lessons adapted from a unit in the Intensive Phonological Awareness Program used repeated curriculum exposure and increased practice opportunities. Visual probe data did not establish a functional relation, but trends suggested improvement and rising phase means from baseline to intervention, offering preliminary guidance for protocol adaptation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/phonological-awareness-intervention-using-a-standard-treatment-protocol-for-individuals-with-down-syndrome-article-summary/599342/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/phonological-awareness-intervention-using-a-standard-treatment-protocol-for-individuals-with-down-syndrome-article-summary/599342.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What study design assessed the phonological awareness intervention?","Question",{"text":112,"@type":113},"The study used a multiple baseline across-participants single case design to examine effects across three school-age children with Down syndrome.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the intervention delivered and for how long?",{"text":117,"@type":113},"Each participant received small group sessions three times per week for seven weeks, with each child paired with an atypical peer. Lessons were adapted from the Intensive Phonological Awareness Program unit.",{"name":119,"@type":110,"acceptedAnswer":120},"Did the intervention show a functional improvement based on the data?",{"text":121,"@type":113},"A functional relation was not established through visual analysis of probe data across participants. However, the study reported increasing therapeutic trends after delayed treatment effects and increases in phase means from baseline to intervention for each participant.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599342,1792176028,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Phonological awareness intervention using a standard treatment protocol for individuals with Down syndrome  \nAlison Hessling Prahl  \nVanderbilt University; Baylor University, USA  \nRagan Jones  \nJohns Hopkins All Children’s Hospital, USA  \nC Melanie Schuele  \nStephen Camarata  \nVanderbilt University Medical Center, USA  \nChild Language Teaching and Therapy 2022, Vol. 38(1) 22–42 © The Author(s) 2021  \nArticle reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/02656590211033013](DOI: 10.1177/02656590211033013)[ ](DOI: 10.1177/02656590211033013)[journals.sagepub.com/home/clt](journals.sagepub.com/home/clt)  \nAbstract  \nThis multiple baseline across-participants single case desgin study examined the effect of small group, phonological awareness intervention on the phonological awareness skills of three school-age children with Down syndrome. Each child with Down syndrome was paired with atypical peer to participate in small group intervention, three sessions per week for seven weeks. Lessons from a single unit in the Intensive Phonological Awareness Program were adapted to incorporate repeated exposure to the curriculum and increased opportunities for practice. A functional relation between the intervention and improved phonological awareness skills was not established based on visual analysis of the probe data across the three participants. However, an increasing therapeutic trend following delayed treatment effects as well as an increase in phase means from baseline to intervention was observed for each participant. This investigation provides preliminary guidance for adapting phonological awareness standard treatment protocols for children with Down syndrome by providing repeated opportunities for practice and including peers in small group intervention.  \nKeywords  \nchildren, Down syndrome, efficacy, intervention, phonological awareness  \nCorresponding author:  \nAlison Hessling Prahl, Communication Sciences and Disorders Department, Baylor University, One Bear Place \\#97332, Waco, TX 76798, USA.  \nEmail: [alison_hessling@baylor.edu](alison_hessling@baylor.edu)  \nI Introduction  \nChildren with Down syndrome (DS) typically present with deficits in cognition, speech and language, and academic achievement relative to same-age peers (Chapman, 2003; Laws and Bishop, 2004) . Oral language is an area of weakness relative to nonverbal cognition for children with DS (e.g. Chapman, 1997) . Contrary to once commonly-held beliefs, recent evidence suggests that learning to read is an achievable goal for many individuals with intellectual disabilities, including children with DS (Allor et al., 2014; Fletcher and Buckley, 2002). Predictors of reading proficiency in individuals with DS include cognitive ability, expressive and receptive language, phonological awareness, and hearing acuity (e.g. Hulme et al., 2012; Laws and Gunn, 2002; Lemons and Fuchs, 2010). For children with DS, there is emerging evidence that phonological awareness is a malleable skill and that changes in phonological awareness are associated with growth in word reading (Goetz et al., 2008; Kennedy and Flynn, 2003). Because phonological awareness is a foundational skill for word decoding, it is essential to explore further the malleability of phonological awareness in children with DS as well as to identify phonological awareness treatment protocols that are effective with children with DS. Given relative strengths in language comprehension and visual processing as well as deficits in working memory and other domains of speech and language, the unique phenotype of DS suggests the need for research specifically with children with DS (Chapman and Hesketh, 2000). That is, findings from typical language learners and from children with intellectual disability but not DS may not generalize to children with DS. Thus, in this study we examined the effect of small group, phonological awareness i","cbCaiiYsCzqBHjw1","https://ap.wps.com/l/cbCaiiYsCzqBHjw1","pdf",9712811,21,"English","# Abstract\n# Introduction\n## Rationale for phonological awareness intervention in Down syndrome\n## Phonological awareness in children without intellectual disabilities\n### Development\n### Intervention","[{\"question\":\"What study design assessed the phonological awareness intervention?\",\"answer\":\"The study used a multiple baseline across-participants single case design to examine effects across three school-age children with Down syndrome.\"},{\"question\":\"How was the intervention delivered and for how long?\",\"answer\":\"Each participant received small group sessions three times per week for seven weeks, with each child paired with an atypical peer. Lessons were adapted from the Intensive Phonological Awareness Program unit.\"},{\"question\":\"Did the intervention show a functional improvement based on the data?\",\"answer\":\"A functional relation was not established through visual analysis of probe data across participants. However, the study reported increasing therapeutic trends after delayed treatment effects and increases in phase means from baseline to intervention for each participant.\"}]","Phonological awareness intervention using a standard treatment protocol for individuals with Down syndrome - Article summary | PDF",1792088593,53]