Abstract：
UNASSIGNED: Few studies have explored the feasibility of online language interventions for young children with Down syndrome. Additionally, none have manipulated dose frequency or reported on the use of music as a medium through which language and sign can be learned.
UNASSIGNED: The purpose of this study was to (a) examine the feasibility and acceptability of an online language through music intervention for young children (1-3;6 years) with Down syndrome and (b) compare effectiveness at two intervention dose frequencies.
UNASSIGNED: The study was carried out in two phases using a mixed-methods design. Phase 1: Qualitative data were gathered from parents to examine feasibility when implementing a video-based language intervention. Phase 2: Seventy-six families participated in an online language intervention at home. Effectiveness was examined comparing two groups, randomly assigned to a high and low dose frequency. The Down Syndrome Education (DSE) checklists (combined) were the primary outcome measure. Process data were gathered to determine intervention acceptability in practice and to identify factors that would improve successful future implementation. Acceptability data were analyzed with reference to the theoretical framework of acceptability (Version 2).
UNASSIGNED: Forty-three parents completed the Phase 1 scoping questionnaire, five of whom took part in focus groups. Once weekly morning sessions were indicated as the preferred scheduling choice. Phase 2 quantitative data were analyzed using beta regression adjusted for baseline scores and indicated no additional benefit to receiving the higher dose. However, exploratory interaction models suggested that the efficacy of the high-dose intervention was higher (than low-dose intervention) in participants with higher baseline DSE performance. Parents perceived the intervention to be effective and positive for the family.
UNASSIGNED: The results add to our knowledge of real-world effective online interventions and suggest that a critical minimum language level is required for children with Down syndrome to benefit optimally from a higher intervention dose frequency.
UNASSIGNED: https://doi.org/10.23641/asha.25979704.
UNASSIGNED: The purpose of this study was to (a) examine the feasibility and acceptability of an online language through music intervention for young children (1-3;6 years) with Down syndrome and (b) compare effectiveness at two intervention dose frequencies.
UNASSIGNED: The study was carried out in two phases using a mixed-methods design. Phase 1: Qualitative data were gathered from parents to examine feasibility when implementing a video-based language intervention. Phase 2: Seventy-six families participated in an online language intervention at home. Effectiveness was examined comparing two groups, randomly assigned to a high and low dose frequency. The Down Syndrome Education (DSE) checklists (combined) were the primary outcome measure. Process data were gathered to determine intervention acceptability in practice and to identify factors that would improve successful future implementation. Acceptability data were analyzed with reference to the theoretical framework of acceptability (Version 2).
UNASSIGNED: Forty-three parents completed the Phase 1 scoping questionnaire, five of whom took part in focus groups. Once weekly morning sessions were indicated as the preferred scheduling choice. Phase 2 quantitative data were analyzed using beta regression adjusted for baseline scores and indicated no additional benefit to receiving the higher dose. However, exploratory interaction models suggested that the efficacy of the high-dose intervention was higher (than low-dose intervention) in participants with higher baseline DSE performance. Parents perceived the intervention to be effective and positive for the family.
UNASSIGNED: The results add to our knowledge of real-world effective online interventions and suggest that a critical minimum language level is required for children with Down syndrome to benefit optimally from a higher intervention dose frequency.
UNASSIGNED: https://doi.org/10.23641/asha.25979704.
摘要：
■很少有研究探讨在线语言干预对唐氏综合症患儿的可行性。此外,没有人操纵剂量频率或报告使用音乐作为可以学习语言和手语的媒介。
■这项研究的目的是（a）通过音乐干预对唐氏综合症患儿（1-3岁；6岁）进行在线语言的可行性和可接受性，以及（b）比较两种干预剂量频率的有效性。
■使用混合方法设计分两个阶段进行研究。第一阶段：从父母那里收集了定性数据，以检查实施基于视频的语言干预时的可行性。第二阶段：76个家庭在家中参与了在线语言干预。比较两组的有效性，随机分配到高剂量和低剂量频率。唐氏综合症教育（DSE）清单（合并）是主要结果指标。收集了过程数据，以确定干预措施在实践中的可接受性，并确定将改善未来成功实施的因素。参考可接受性理论框架(版本2)分析可接受性数据。
■43位家长完成了第一阶段范围界定问卷，其中五人参加了焦点小组。每周一次的上午会议被指示为首选的日程安排选择。使用针对基线评分进行调整的β回归分析2期定量数据,并且表明接受较高剂量没有额外益处。然而,探索性相互作用模型表明,在基线DSE表现较高的参与者中,高剂量干预的疗效(高于低剂量干预).父母认为干预对家庭是有效和积极的。
■结果增加了我们对现实世界中有效的在线干预措施的了解，并表明唐氏综合症儿童需要一个关键的最低语言水平，才能从更高的干预剂量频率中获得最佳益处。
■https://doi.org/10.23641/asha.25979704。
■这项研究的目的是（a）通过音乐干预对唐氏综合症患儿（1-3岁；6岁）进行在线语言的可行性和可接受性，以及（b）比较两种干预剂量频率的有效性。
■使用混合方法设计分两个阶段进行研究。第一阶段：从父母那里收集了定性数据，以检查实施基于视频的语言干预时的可行性。第二阶段：76个家庭在家中参与了在线语言干预。比较两组的有效性，随机分配到高剂量和低剂量频率。唐氏综合症教育（DSE）清单（合并）是主要结果指标。收集了过程数据，以确定干预措施在实践中的可接受性，并确定将改善未来成功实施的因素。参考可接受性理论框架(版本2)分析可接受性数据。
■43位家长完成了第一阶段范围界定问卷，其中五人参加了焦点小组。每周一次的上午会议被指示为首选的日程安排选择。使用针对基线评分进行调整的β回归分析2期定量数据,并且表明接受较高剂量没有额外益处。然而,探索性相互作用模型表明,在基线DSE表现较高的参与者中,高剂量干预的疗效(高于低剂量干预).父母认为干预对家庭是有效和积极的。
■结果增加了我们对现实世界中有效的在线干预措施的了解，并表明唐氏综合症儿童需要一个关键的最低语言水平，才能从更高的干预剂量频率中获得最佳益处。
■https://doi.org/10.23641/asha.25979704。
