An effectiveness study of a parent-child interaction therapy with children with Down syndrome

Show simple item record

dc.contributor.advisor Frizelle, Pauline en
dc.contributor.advisor O'Toole, Ciara en
dc.contributor.author Cronin, Sarah Marie
dc.date.accessioned 2020-09-21T09:42:21Z
dc.date.available 2020-09-21T09:42:21Z
dc.date.issued 2020-04
dc.date.submitted 2020-04
dc.identifier.citation Cronin, S. M. 2020. An effectiveness study of a parent-child interaction therapy with children with Down syndrome. MRes Thesis, University College Cork. en
dc.identifier.endpage 192 en
dc.identifier.uri http://hdl.handle.net/10468/10557
dc.description.abstract Background: Parents of children with Down syndrome (DS) often demonstrate directive parenting styles which can impede on their child’s communication development. For that reason, parent-child interaction therapies have shown to be an effective form of early intervention for children with DS as it facilitates parent coaching while also addressing the specific communication needs of children with DS. This study aimed to explore the effectiveness of the PELD (Promotion of Early Language Development) intervention offered by a speech and language therapy (SLT) service for individuals with DS. The study aimed to explore the impact this programme had on the language development and communicative interactions of children with DS, while also exploring the change in the interaction and communication strategies employed by their parents. Methodology: A single-subject multiple-baseline design was employed to evaluate the effectiveness of the PELD intervention. Seven child participants and their mothers took part in the study. All participants were aged between 10-17 months at the time of entry. Three terms of the intervention were offered over a 10 month period and families had the option of completing all or some of the terms. Data was collected over three to five time points depending on when the child commenced the intervention. Standardised assessments, parental report and observational measures were used to capture change for both the parent and child. Results: Improvements in receptive vocabulary, use of key word signs, gesture use and a child’s ability to respond to joint attention were noted in the majority of child participants. Children who attended all three terms of the intervention seemed to benefit the most from the PELD programme as they demonstrated a wide range of gestures, understood the most words and used the most Lámh signs post-intervention as reported by their parents. With regards to parent outcomes, all parents were successful in adapting their parenting style and a notable increase in each parents’ ability to follow their child’s lead, join in and play and incorporate a time delay into parent-child interactions was observed. Parents also used language that was developmentally appropriate for their children and increased their use of labelling and repetition of key words post-intervention. Conclusions: The PELD programme is the first parent-child interaction therapy to be tailored specifically to children with DS who are of a very young age. There was some indication that the PELD intervention can support the development of early language skills and the communicative intentions of young children with DS while also upskilling their parents in specific communication and interaction strategies that promote the language development of their child. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights © 2020, Sarah Marie Cronin. en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/ en
dc.subject Down syndrome en
dc.subject Parent-child interaction therapy en
dc.subject Parent-mediated intervention en
dc.subject Communication en
dc.subject Early intervention en
dc.title An effectiveness study of a parent-child interaction therapy with children with Down syndrome en
dc.type Masters thesis (Research) en
dc.type.qualificationlevel Masters en
dc.type.qualificationname MRes - Master of Research en
dc.internal.availability Full text available en
dc.description.version Accepted Version en
dc.contributor.funder Down Syndrome Ireland en
dc.description.status Not peer reviewed en
dc.internal.school Speech and Hearing Sciences en
dc.internal.conferring Autumn 2020 en
dc.availability.bitstream openaccess


Files in this item

This item appears in the following Collection(s)

Show simple item record

© 2020, Sarah Marie Cronin. Except where otherwise noted, this item's license is described as © 2020, Sarah Marie Cronin.
This website uses cookies. By using this website, you consent to the use of cookies in accordance with the UCC Privacy and Cookies Statement. For more information about cookies and how you can disable them, visit our Privacy and Cookies statement