背景:患有唐氏综合症(DS)的儿童通常需要支持建立语言,社会化,和监管,然而,很少有人为此接受行为干预。共同关注,象征游戏,参与和监管(JASPER)干预有望成为临床医生-护理人员介导的方法。
目的:这项初步研究的目的是(1)描述DS儿童的行为表型(2)量化JASPER接收后儿童参与度的变化,(3)衡量护理人员对JASPER策略的采用,(4)为未来的研究提供假设和方向。
方法:16名患有DS的幼儿及其照顾者参加了这项研究。Dyads被随机分配到两个条件之一:立即干预或等待名单控制。在COVID-19大流行期间,干预是远程提供的。
结果:学会实施JASPER策略的看护者和试验数据表明,在游戏过程中联合参与和监管方面有所改善。病例系列数据显示干预反应的个体异质性。远程干预递送可以与更大的参与者保留相关联。
结论:JASPER可能是改善DS患儿关节参与和情绪调节的可行治疗选择。父母似乎愿意在家中学习和实施JASPER策略。远程JASPER交付可以提高参与研究或治疗计划。
BACKGROUND: Children with Down syndrome (DS) often need support building language, socialization, and regulation, yet few receive behavioral intervention for this. The Joint Attention, Symbolic Play, Engagement and Regulation (JASPER) intervention holds promise as a clinician-caregiver-mediated approach.
OBJECTIVE: The aims of this pilot study were to (1) describe the behavioral phenotype of children with DS (2) quantify change in child engagement following JASPER receipt, (3) measure caregiver adoption of JASPER strategies, and (4) generate hypotheses and directions for future research.
METHODS: Sixteen toddlers with DS and their caregivers enrolled in the study. Dyads were randomly assigned to one of two conditions: immediate intervention or waitlist control. During the COVID-19 pandemic, intervention was delivered remotely.
RESULTS: Caregivers learned to implement JASPER strategies and pilot data suggest improvements in joint engagement and regulation during play. Case series data show individual heterogeneity of intervention response. Remote intervention delivery may be associated with greater participant retention.
CONCLUSIONS: JASPER may be a viable treatment option to improve joint engagement and emotion regulation in young children with DS. Parents appear receptive to learning and implementing JASPER strategies at home. Remote JASPER delivery may improve participation in research or treatment programs.