{"id":71023,"date":"2020-08-10T06:16:35","date_gmt":"2020-08-10T05:16:35","guid":{"rendered":"https:\/\/aulaabierta.arasaac.org\/intervencion-pragmatica-sindrome-down"},"modified":"2023-02-09T11:19:18","modified_gmt":"2023-02-09T10:19:18","slug":"intervention-pragmatic-syndrome-down","status":"publish","type":"page","link":"https:\/\/aulaabierta.arasaac.org\/en\/intervention-pragmatic-syndrome-down","title":{"rendered":"2018 &#8211; Preliminary study on &#8220;Pragmatic intervention in children and adolescents with Down syndrome: the role of supports in the construction of scripts&#8221;"},"content":{"rendered":"<div id='av-layout-grid-1'  class='av-layout-grid-container av-3dy6c1-89493982ef21cb7a44d62f4f3a00a190 entry-content-wrapper main_color av-flex-cells  avia-builder-el-0  el_before_av_textblock  avia-builder-el-first   container_wrap fullsize'  >\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" 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'   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><a href=\"https:\/\/aulaabierta.arasaac.org\/en\/scientific-research-carried-out-on-the-pictographic-symbols-of-arasaac\" class='avia_image' ><img decoding=\"async\" class='wp-image-30087 avia-img-lazy-loading-not-30087 avia_image ' src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-180x180.png\" alt='' title='investigaciones_arasaac_blanco'  height=\"180\" width=\"180\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-768x768.png 768w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-705x705.png 705w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco.png 1030w\" sizes=\"(max-width: 180px) 100vw, 180px\" \/><\/a><\/div><\/div><\/div>\n<\/div><\/div>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7\">\n.flex_cell.av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7{\nvertical-align:top;\n}\n.responsive #top #wrap_all .flex_cell.av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7{\npadding:30px 30px 30px 30px !important;\n}\n<\/style>\n<div class='flex_cell av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7 av-gridrow-cell av_one_half no_margin  avia-builder-el-3  el_after_av_cell_one_fourth  el_before_av_cell_one_fourth ' ><div class='flex_cell_inner'>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-av_heading-8e7298288629290ac77ffbc1913a5688\">\n#top .av-special-heading.av-av_heading-8e7298288629290ac77ffbc1913a5688{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-av_heading-8e7298288629290ac77ffbc1913a5688 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n#top #wrap_all .av-special-heading.av-av_heading-8e7298288629290ac77ffbc1913a5688 .av-special-heading-tag{\nfont-size:30px;\n}\n.av-special-heading.av-av_heading-8e7298288629290ac77ffbc1913a5688 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-av_heading-8e7298288629290ac77ffbc1913a5688 av-special-heading-h2  avia-builder-el-4  avia-builder-el-no-sibling '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >2018 &#8211; Preliminary study on <span class='special_amp'>&#8220;<\/span>Pragmatic intervention in children and adolescents with Down syndrome: the role of supports in the construction of scripts<span class='special_amp'>&#8221;<\/span><\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n<\/div><\/div>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-q3reld-37da44d2d4c139914e9ba49da1ec9aed\">\n.flex_cell.av-q3reld-37da44d2d4c139914e9ba49da1ec9aed{\nvertical-align:top;\n}\n.responsive #top #wrap_all .flex_cell.av-q3reld-37da44d2d4c139914e9ba49da1ec9aed{\npadding:30px 30px 30px 30px !important;\n}\n<\/style>\n<div class='flex_cell av-q3reld-37da44d2d4c139914e9ba49da1ec9aed av-gridrow-cell av_one_fourth no_margin  avia-builder-el-5  el_after_av_cell_one_half  avia-builder-el-last ' ><div class='flex_cell_inner'><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1\">\n.avia-image-container.av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1 img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1 .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1 av-styling- avia-align-center  avia-builder-el-6  el_before_av_textblock  avia-builder-el-first '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><a href=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po\u0301ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.pdf\" class='avia_image' target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class='wp-image-24691 avia-img-lazy-loading-not-24691 avia_image ' src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download.png\" alt='' title='pdf_download'  height=\"128\" width=\"128\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download.png 128w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-120x120.png 120w\" sizes=\"(max-width: 128px) 100vw, 128px\" \/><\/a><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-mdusxd-eb83356455e55d34aa931343fbbf8656'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p style=\"text-align: center;\"><a href=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po%CC%81ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.pdf\" target=\"_blank\" rel=\"noopener\"><strong>DOWNLOAD THE POSTER<\/strong><\/a><\/p>\n<\/div><\/section><\/p>\n<\/div><\/div><\/div><div id='after_grid_row_1'  class='main_color av_default_container_wrap container_wrap fullsize'  ><div class='container av-section-cont-open' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-71023'><div class='entry-content-wrapper clearfix'><section  class='av_textblock_section av-l0yh0h-ea048aa6d21a96326c2b3a328d083b32'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h3 style=\"text-align: right;\"><strong>Authors<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Manuela Miranda<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Ver\u00f3nica Mart\u00ednez <\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Eliseo Diez-Itza<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Oviedo University<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Raquel Rodr\u00edguez<\/strong><\/h3>\n<\/div><\/section><\/p>\n<div class='flex_column av-ipp7s1-3d4a81d60b38240a59cad99d0ade8b6a av_one_full  avia-builder-el-9  el_after_av_textblock  el_before_av_layout_row  avia-builder-el-last  first flex_column_div column-top-margin'     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9\">\n#top .av_textblock_section.av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9 .avia_textblock{\nfont-size:14px;\n}\n<\/style>\n<section  class='av_textblock_section av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h5 style=\"text-align: right;\"><b>Poster presented at the World Congress of Down Syndrome,  <\/b><\/h5>\n<h5 style=\"text-align: right;\"><b>WDSC 2018 Glasgow, United Kingdom, 25-27 July 2018.<\/b><\/h5>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-kdo2lcru-ac616db72aa8eb501550746f89674973'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p style=\"text-align: center;\"><span style=\"color: #ffffff;\">___________________________________________________________________<\/span><\/p>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-g2556p-125a6cff07d390c276123d70676b57e1\">\n#top .av_textblock_section.av-g2556p-125a6cff07d390c276123d70676b57e1 .avia_textblock{\nfont-size:14px;\n}\n<\/style>\n<section  class='av_textblock_section av-g2556p-125a6cff07d390c276123d70676b57e1'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h3><b>Summary &#8220;Pragmatic intervention in children and adolescents with Down syndrome: the role of supports in the construction of scripts&#8221;<\/b><\/h3>\n<p>People with Down syndrome (DS) show relative strength in nonverbal cognition, social skills, and language comprehension, which allows them to perform well on narrative tasks. Pragmatic intervention based on structured narratives allows the subject to communicate experiences coherently and is highly effective when using visual supports.<\/p>\n<p>The objective is twofold: to determine whether subjects with DS tell stories coherently and use pragmatic markers appropriate to the demands of the discourse and communicative context; and improve narrative skills when the intervention is supported by a Prezi presentation with pictograms and verbal support.<\/p>\n<p>The design is quasi-experimental pretest postest. The sample consists of 10 subjects with DS between 9 and 17 years belonging to the Down Syndrome Association of northern Spain.<\/p>\n<p>In the pretest and posttest each subject had two scripts of different difficulty, only with conversational support. A weekly intervention session was held for four weeks in which they were trained to use, through verbal imitation, the basic lexical and discursive elements to tell the story, using ARASAAC pictograms presented in Prezi support and with the conversational, historical and psychological supports of the researcher. The pretest and posttest narratives were recorded and transcribed using the CHILDES Project (MacWhinney, 2000). The narrative structure in terms of events and episodes, and the frequency of discursive markers were codified and analyzed.<\/p>\n<p>The results show an improvement in coherence, history recall and markers after the intervention. It is concluded that this type of intervention reflects the importance of visual support, verbal imitation and interlocutor supports in linguistic development at the pragmatic, lexical and grammatical level in DS.<\/p>\n<h3><b>Abstract &#8220;<\/b> Pragmatic intervention in children and adolescents with Down syndrome: The role of support in script construction&#8221;<\/h3>\n<p>Persons with Down Syndrome (DS) show a relative strength in non-verbal cognition, social abilities and language comprehension, which enable them a good performance in narrative tasks. Pragmatic intervention based on structured narratives allow the subject to communicate their experiences in a coherent way and it is highly effective when visual support is used. The aim is double: to determine whether DS subjects narrate stories coherently and use pragmatic markers suitable for discourse and communicative context; and improve narrative abilities when intervention is supported by a Prezi presentation with pictograms and verbal support. Design: It is a pre-test post-test experimental design with control group. Methods: The sample is 20 subjects, ten with DS ranging in age from 6 to 16, belonging to the Down Syndrome Association northern Spain, matched with ten 5-year-old typical development subjects in mean length utterance (MLU). In pre-test and post-test, each subjects narrated two scripts of different difficulty, only with conversational support. A weekly session took place for four weeks, where the subjects were trained through verbal imitation to use basic lexical and discursive items to tell the story, employing ARASAAC pictograms in Prezi presentation and with conversational, historical and psychological support of the researcher. Pre-test and post-test narrations were recorded and transcribed using the CHILDES Project (MacWhinney, 2000). The narrative structure was coded and analyzed in terms of events and episodes. The frequency of discourse markers was also coded and analyzed. The data was analyzed with statistical program SPSS. Results: The subjects show an improvement in coherence, recall of the story, markers, MLU, Types and Tokens. Implications: This type of intervention show the importance of imitation and visual support in linguistic development at a pragmatic, lexical and grammatical levels in DS.<\/p>\n<h3 style=\"text-align: center;\"><a href=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po%CC%81ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.pdf\" target=\"_blank\" rel=\"noopener\"><strong>Download the poster in pdf<\/strong><\/a><\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-20360 size-full aligncenter\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po%CC%81ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.jpg\" alt=\"\" width=\"539\" height=\"766\"><\/p>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-eu0htt-68ae75e55c2be1f3cc32d1a4eb439e6f\">\n#top .av_textblock_section.av-eu0htt-68ae75e55c2be1f3cc32d1a4eb439e6f 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