This review aims to systematically inspect the current evidence for parent training aimed at improving the spoken language skills of preschool children with Down syndrome. Experts in the field of Down syndrome argue that “speech and language therapy is the most important part of intervention services for children with Down syndrome if we wish to promote their cognitive … and social development” (Buckley & Le Prévost, 2002; 70). However, to date there has been no systematic review of any speech and language intervention for children with Down syndrome.
As the evidence for early, parent- based interventions to promote spoken language grows, this review is essential for service planning and delivery for both therapists and families alike. It is anticipated that the findings will help inform clinicians, parents and educators about current best practice in early intervention for children with Down syndrome, lead to policy changes for the types of interventions recommended to families, promote highquality early intervention and overall better outcomes for people with Down syndrome. In addition, with the current strain on resources in health and education services, this review is vital so that cost-effective interventions can be written into policy, advised and implemented.
Method: Controlled studies of parent training interventions targeting expressive language skills for children with Down syndrome will be reviewed. A preliminary scope of the literature has identified a number of published randomised controlled trials in this area. For example, a study by Girolametto (1988) investigated the effects of a parentmediated treatment programme for children with intellectual disabilities and Down syndrome and found that the intervention significantly increased the children’s initiation of communication, and a follow-up study by
Girolametto, Weitzman, and Clements-Bartman (1998) found that the children in the experimental group produced more words following the intervention when compared to a matched control group. In addition to the primary outcomes of changes in expressive language skills, secondary outcomes to be measured will include changes in parental behaviours/responsivity to their children as well as child-related
changes in language comprehension, nonverbal communication (e.g. pointing/gestures) and socialisation (e.g. requesting/ commenting) following targeted interventions. It is also intended that this review will investigate qualitative outcomes of the intervention such as quality of life, happiness and self-esteem for the children and caregivers
