Last week we had our wonderful collaborators Associate Professor Christopher Lemons and his PhD student Lauren Lejune visiting from Peabody College of Vanderbilt University. The trip was funded by a joint project on a US Version of the DSL+. Here we are going to share a summery of an open seminar held at the Departement of Special Needs Education - UiO during their stay.
Supporting the reading needs of students with intellectual disabilities via technology
Chris Lemons and Lauren Lejune presented three ongoing studies using technology to support the learning needs of students with intellectual disability:
- Project Spark aims to improve (a) professional development for paraprofessionals and (b) academic instruction for students with Down syndrome. The study is a Randomised Controlled Trial were the participants receives a 1-on1 reading or math intervention. The paraprofessionals receives weekly training and support online. Here the researchers have found a way to follow up large numbers of participants spread over a large geographical area and developed a framework for supporting professional development that we are eager to learn more about.
- Digital versus paper based reading instruction for children with challenging behaviour: This study is Lauren Lejunes Dissertation study. The study involves the implementation of reading instruction in two different modalities: digital and paper based. The research objective is to investigate if the degree of engagement and challenging behaviour differs between the two different modalities.
- The Down Syndrome LanguagePlus - Vanderbilt Edition is a pilot study investigating the vocabulary gains of four children with Down syndrome using a translated short version of the DSL+ vocabulary intervention. We are eager for the last participants to complete training so we can see the results of this collaborative project. Meanwhile, preliminary findings shows the feasibility of parents implementing the intervention in their homes with minimal support.
Gluten-sensitivity and development in children with Down syndrome
Professor Egil Nygaard together with Mikkel Glimsdal and Daniel Bryne from the Departement of Psychology talked about a new study in the planning stages on gluten-sensitivity and development in children with Down syndrome. The study is a follow up of the study; The relation between the psychological functioning of children with Down syndrome and their urine peptide levels and levels of serum antibodies to food proteins. In this study published in 2001 Nygaard and his colleagues found that there were a significant relation between antibodies to gluten and psychological functioning. In this new cross sectional study they are further investigating the connection between biological markers for gluten sensitivity (not celiac desease) and psychological functioning in 60 children with Down syndrome (5 - 11 years old). The main focus is on cognitive functioning and behavioural markers on anxiousness, sadness and anger.
Comment: Learning more about how health conditions such as gluten-sensitivity influence psychological functioning in children with Down syndrome is important because untreated conditions might be detrimental for learning and development. We wish Egil Nygaard and his team good luck with their research and look forward to learning the results!
Narrative skills in first graders with Down syndrome
Professor Kari-Anne B. Næss presented preliminary findings from three different studies on narrative skills in first graders With Down syndrome, also including data from the Down Syndrome LanguagePlus-project. The aim of the study is to investigate the narrative skills in six year olds with Down syndrome and to analyse if the scores on a narrative test is a good indicators of linguistic skills in six year olds with Down syndrome. Since children With Down syndrome are at risk of weak narrative skills and narrative skills are important for both social and academic functioning it is important to reveal knowledge relevant for effective interventions. Preliminary findings from the analysis (N=52 at the moment will be ca 150 when finished) was presented and showed large variation in results between participants. The results showed that it is a myth that individuals with Down syndrome in general are unable to retell stories and talk about their opinions and understanding. Almost 27% of the children were able to retell some information using oral language.
The Effectiveness of Reading and Writing Interventions for Students with Intellectual Disabilities. A systematic Review and Meta-Analysis
Phd-student Karine Bakken gave a poster presentation. The presentation recently received an award for best poster presentation at the Skriv! Les! conference in Stavanger, Norway. Gratulations Karine! You can see the whole presentation in the bottom of this blogpost.
We would like to thank you all for your great contributions this day! We would also like to give an extra warm thank you to our collaborators and friends from Vanderbilt for a lovely week both on and off campus - great memories were made!
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| Kari-Anne, Chris, Silje and Lauren celebrating the Norwegian National Holiday, 17th of May |
