Treating Speech Comprehensibility in Students With Down Syndrome

Abstract

Purpose: This study examined whether a particular type of therapy (Broad Target Speech Recasts, BTSR) was superior to a contrast treatment in facilitating speech comprehensibility in conversations of students with Down syndrome who began treatment with initially high verbal imitation.

Method: We randomly assigned 51 5- to 12-year-old students to either BTSR or a contrast treatment. Therapy occurred in hour-long 1-to-1 sessions in students' schools twice per week for 6 months.

Results: For students who entered treatment just above the sample average in verbal-imitation skill, BTSR was superior to the contrast treatment in facilitating the growth of speech comprehensibility in conversational samples. The number of speech recasts mediated or explained the BTSR treatment effect on speech comprehensibility.

Conclusion: Speech comprehensibility is malleable in school-age students with Down syndrome. BTSR facilitates comprehensibility in students with just above the sample average level of verbal imitation prior to treatment. Speech recasts in BTSR are largely responsible for this effect.

Figures

Figure 1.

Student recruitment, enrollment, randomization, and retention. ASD = autism spectrum disorder; ADHD = attention-deficit/hyperactivity disorder; DS = Down syndrome; dx = diagnosis; EDI = Easy Does It; BTSR = Broad Target Speech Recasts.

Figure 2.

Growth curves for speech comprehensibility by group for students who scored 15.5 on the Time 1 Verbal Imitation scale. BTSR = Broad Target Speech Recasts; EDI = Easy Does It.

Figure 3.

Treatment Group effect on slope of growth of speech comprehensibility was mediated through cumulative number of speech recasts, controlling for intercept (Time 1 speech comprehensibility). Coefficients are standardized. BTSR = Broad Target Speech Recasts; EDI = Easy Does It. *p < .05.