Communication about emotions during storybook reading: Effects of an instruction programme for children with Down syndrome.

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  • Author(s): Na JY;Na JY; Wilkinson KM; Wilkinson KM
  • Source:
    International journal of speech-language pathology [Int J Speech Lang Pathol] 2018 Dec; Vol. 20 (7), pp. 745-755. Date of Electronic Publication: 2017 Aug 07.
  • Publication Type:
    Clinical Trial; Journal Article; Research Support, U.S. Gov't, Non-P.H.S.
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Taylor & Francis Country of Publication: England NLM ID: 101320232 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1754-9515 (Electronic) Linking ISSN: 17549507 NLM ISO Abbreviation: Int J Speech Lang Pathol Subsets: MEDLINE
    • Publication Information:
      Publication: 2015- : Abingdon, Oxford : Taylor & Francis
      Original Publication: Milton Park, Abingdon, U.K. : Informa Healthcare, c2008-
    • Subject Terms:
      Communication* ; Down Syndrome*/psychology ; Emotions* ; Parents*/education ; Reading*; Child ; Female ; Humans ; Male
    • Abstract:
      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.
    • Contributed Indexing:
      Keywords: augmentative and alternative communication; emotion; parent education
    • Publication Date:
      Date Created: 20170808 Date Completed: 20190617 Latest Revision: 20190617
    • Publication Date:
      20221213
    • Accession Number:
      10.1080/17549507.2017.1356376
    • Accession Number:
      28780903