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

Ji Young Na, Krista M. Wilkinson

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)745-755
Number of pages11
JournalInternational Journal of Speech-Language Pathology
Volume20
Issue number7
DOIs
StatePublished - Dec 28 2018

All Science Journal Classification (ASJC) codes

  • Research and Theory
  • Otorhinolaryngology
  • Language and Linguistics
  • LPN and LVN
  • Speech and Hearing

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