The Evaluation of a Personal Narrative Language Intervention for School-Age Children With Down Syndrome

Abstract

The purpose of this study was to evaluate the feasibility of an intervention focused on improving personal narrative skills of school-age children with Down syndrome (DS) using an approach involving visual supports. Four females with DS, ages 10 through 15 years, participated in this multiple baseline across participants single-subject experimental design study. Participants completed 18 intervention sessions that targeted personal narrative goals. Parents completed a survey regarding their perspectives of the intervention. Two participants made small treatment gains in mean length of utterance. One participant had small to medium gains on all macrostructural measures. Parent perspectives were positive. Results support the feasibility of personal narrative interventions for individuals with DS when visual support is provided.