TY - JOUR
T1 - Communication about emotions during storybook reading
T2 - Effects of an instruction programme for children with Down syndrome
AU - Na, Ji Young
AU - Wilkinson, Krista M.
N1 - Funding Information:
The authors would like to thank all the participants. We also gratefully acknowledge assistance provided by Veronica Cristiano, Maria Fabrizio, Shannon Kelly, Tyler Lawson, Anthony Oliveti and Stephanie Weitz with data collection and analysis. This research project is funded in part by the U.S. Department of Education under grant number H325D110008. Parts of this project were presented at the ASHA Convention (2015).
Publisher Copyright:
© 2017, © 2017 The Speech Pathology Association of Australia Limited.
PY - 2018/12/28
Y1 - 2018/12/28
N2 - Purpose: Children with Down syndrome often have more restricted emotion expression and recognition skills than their peers who are developing typically, and potentially fewer opportunities to learn these skills. This study investigated the effect of the Strategies for Talking about Emotions as PartnerS (STEPS) programme on parents’ provision of opportunities for emotion communication using visual communication supports. Method: The study used a single-subject multiple-baseline across participants design with three parent–child dyads. Shared book reading was used as the context for parent instruction and data collection. Result: Parents increased their use of the emotion communication strategies immediately following an instructional session, and continued to use them for the remaining phases of the study. In turn, the children participated more actively in the discussion by making comments about emotions when parents provided more opportunities. Conclusion: The STEPS instructional programme is effective for improving parents’ provision of opportunities for discussing emotions during storybook reading with children who have Down syndrome. All parents indicated that they would use the strategy during future reading activities. This paper discusses the results of the study and directions for future research.
AB - Purpose: Children with Down syndrome often have more restricted emotion expression and recognition skills than their peers who are developing typically, and potentially fewer opportunities to learn these skills. This study investigated the effect of the Strategies for Talking about Emotions as PartnerS (STEPS) programme on parents’ provision of opportunities for emotion communication using visual communication supports. Method: The study used a single-subject multiple-baseline across participants design with three parent–child dyads. Shared book reading was used as the context for parent instruction and data collection. Result: Parents increased their use of the emotion communication strategies immediately following an instructional session, and continued to use them for the remaining phases of the study. In turn, the children participated more actively in the discussion by making comments about emotions when parents provided more opportunities. Conclusion: The STEPS instructional programme is effective for improving parents’ provision of opportunities for discussing emotions during storybook reading with children who have Down syndrome. All parents indicated that they would use the strategy during future reading activities. This paper discusses the results of the study and directions for future research.
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U2 - 10.1080/17549507.2017.1356376
DO - 10.1080/17549507.2017.1356376
M3 - Article
C2 - 28780903
AN - SCOPUS:85026919543
SN - 1754-9515
VL - 20
SP - 745
EP - 755
JO - International Journal of Speech-Language Pathology
JF - International Journal of Speech-Language Pathology
IS - 7
ER -