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The Effect of Verbal and Written Directives on Listening and Reading Comprehension in High School Students with Down Syndrome

出版	Rocky Mountain University of Health Professions, 2018
URL	http://books.google.com.hk/books?id=Tl4_zQEACAAJ&hl=&source=gbs_api

註釋Students with Down syndrome demonstrate challenges executing directives secondary to their difficulties with communication. The deficits in reading and listening comprehension and memory have the most impact on the students' ability to function daily. A potential solution would be to determine the best method of issuing directives so students can anticipate, comprehend, and complete any directives in a timely manner. Four participants were screened using the Eckwall/Shanker Reading Inventory and completed a ten-directive test with random directives selected from the pool used in the investigation. Following pre-determined criteria, two of four participants passed the screening. Both attend a high school in the Southeast and had a primary diagnosis of Down syndrome. Pseudonyms were issued to each participant to maintain privacy. "Katie" age 17 years and "Tyler" age 15 years. An alternating treatment design was utilized for this investigation. The participants were seen individually for 35 minutes twice weekly over 4 weeks. Over the eight sessions, the participants completed a 5-minute screening followed by alternating treatment of traditional reading and listening comprehension. One session utilized pencil and paper tasks and the other session that week utilized manipulatives. Data was accumulated for both the 5-minute testing sessions, and for the tasks associated with the intervention. Data from the first week indicated both participants scored higher than anticipated based on their prescreening performance. This may be attributed to the newness of the activity and/or participant enthusiam for a change in routine tasks. While performance varied during subsequent sessions, the data illustrated a positive progression in four out of the six dependent variables during intervention. For the 5-minute screening, Katie demonstrated improvement in both oral and written directives while the trend for combination directives was unchanged. Adam demonstrated improvement in the combination directives, no change in oral, and decreased in written directives. Overall, the intervention provided a positive influence on participant success in following directives. The hypothesis of the investigation failed to show improvement on the combination of oral and written directives. One explanation could be the small sample size of two participants. Even though the testing and intervention sessions were conducted in a small room free of distractions, the busy high school environment containing constant personal interactions among students potentially impacted mood and behavior of the participants. There is limited information in the body of literature regarding this topic. This investigation indicates that with oral and written modalities, improvement can be made with reading and listening comprehention intervention. Further study in this area, with a larger participants base would be beneficial to increasing the amount of information available to those who work with this population