{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,22]],"date-time":"2026-10-22T19:13:40Z","timestamp":1792696420493,"version":"4.5.0"},"reference-count":71,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2022,2,22]],"date-time":"2022-02-22T00:00:00Z","timestamp":1645488000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang & Comm Disor"],"published-print":{"date-parts":[[2022,3]]},"abstract":"Abstract<\/jats:title>Background<\/jats:title>Speech and language acquisition can be a challenge for young children with Down syndrome (DS), and while early intervention is important, we do not know what early interventions exist and how effective they may be.<\/jats:p><\/jats:sec>Aims<\/jats:title>To systematically review existing early speech, language and communication interventions for young children with DS from birth up to 6 years, and to investigate their effectiveness in improving speech, language and communication outcomes in children with DS. Other outcomes are changes in parental behaviour and their responsiveness<\/jats:p><\/jats:sec>Methods & Procedures<\/jats:title>We conducted a systematic search of relevant electronic databases to identify early intervention studies targeting speech, language and communication outcomes in children with DS published up to May 2020. A total of 11 studies that met the inclusion criteria were synthesized and appraised for quality using the PEDro\u2010P scale. There were a total of 242 children. We identified three types of intervention: communication training and responsive teaching, early stimulation programme, and dialectic\u2013didactic approach.<\/jats:p><\/jats:sec>Main contribution<\/jats:title>The findings from nine out of the 11 studies reported positive outcomes for children's language and communication up to 18 months following the intervention. All nine studies reported interventions that were co\u2010delivered by parents and clinicians. However, there was also a de\u2010accelerated growth in requesting behaviours in the intervention group reported by one study as well as a case of no improvement for the intervention group. Three studies provided some evidence of improvements to parent outcomes, such as increased parental language input and increased responsiveness. However, there was a moderate to high risk of bias for all studies included.<\/jats:p><\/jats:sec>Conclusions<\/jats:title>The findings from this review suggest that interventions that have high dosage, focus on language and communication training within a naturalistic setting, and are co\u2010delivered by parents and clinicians\/researchers may have the potential to provide positive outcomes for children with DS between 0 and 6 years of age. Due to the limited number of studies, limited heterogeneous data and the moderate to high risk of bias across studies, there is an urgent need for higher quality intervention studies in the field to build the evidence base.<\/jats:p><\/jats:sec>WHAT THIS PAPER ADDS<\/jats:title>What is already known on the subject<\/jats:title>Speech and language acquisition is usually delayed in children with DS, yet there are currently no standard interventions for children under 6. A number of research\u2010based interventions exist in the literature, yet it is unknown how effective these are.<\/jats:p><\/jats:sec>What this study adds to existing knowledge<\/jats:title>This is the first systematic review that specifically and exclusively focuses on parent\u2010 and non\u2010parent\u2010mediated speech, language and communication interventions for children with DS between 0 and 6 years of age. It complements three existing recent reviews, each of which has a slightly different focus. The previously published reviews have covered only parent\u2010mediated interventions, excluding interventions not mediated by parents, have reviewed interventions including children and adults, without any mention of what early interventions may be like or how effective these may be for young children with DS, have not always assessed risk of bias or have focused specifically on language interventions excluding those focusing on speech articulation or pre\u2010linguistic skills. The findings from the current review suggest that interventions that have high dosage focus on language and communication training within a naturalistic setting and are co\u2010delivered by parents and clinicians\/researchers may have the potential to provide positive outcomes for children with Diwn syndrome from 0 to 6. We acknowledge that the current evidence base comes from studies with moderate to high risk of bias, hence our conclusions are not definitive.<\/jats:p><\/jats:sec>What are the potential or actual clinical implications of this work?<\/jats:title>Speech and language therapists will have synthesized information and a quick reference point on what type of interventions exist for children with DS under the age of 6, and evidence of which intervention approaches may be promising in terms of providing positive outcomes. However, it is acknowledged that, due to the limited number of studies and the moderate to high risk of bias inherent in the evidence, there is an urgent need for higher quality intervention studies in the field to build the evidence base.<\/jats:p><\/jats:sec><\/jats:sec>","DOI":"10.1111\/1460-6984.12699","type":"journal-article","created":{"date-parts":[[2022,2,22]],"date-time":"2022-02-22T15:39:41Z","timestamp":1645544381000},"page":"441-463","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":33,"title":["A systematic review of speech, language and communication interventions for children with Down syndrome from 0 to 6 years"],"prefix":"10.1111","volume":"57","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6672-5555","authenticated-orcid":false,"given":"Emily","family":"Seager","sequence":"first","affiliation":[{"name":"School of Psychology and Clinical Language Sciences University of Reading Reading UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sarah","family":"Sampson","sequence":"additional","affiliation":[{"name":"School of Psychology and Clinical Language Sciences University of Reading Reading UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jacqueline","family":"Sin","sequence":"additional","affiliation":[{"name":"Northampton Square City University of London London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4703-3163","authenticated-orcid":false,"given":"Emma","family":"Pagnamenta","sequence":"additional","affiliation":[{"name":"School of Psychology and Clinical Language Sciences University of Reading Reading UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6791-9968","authenticated-orcid":false,"given":"Vesna","family":"Stojanovik","sequence":"additional","affiliation":[{"name":"School of Psychology and Clinical Language Sciences University of Reading Reading UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2022,2,22]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1590\/S0104-56872007000400011"},{"key":"e_1_2_9_3_1","volume-title":"Denver II developmental screening test manual: Adaptation and standardization for Turkish children","author":"Anlar B.","year":"1996"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1177\/1053815113504625"},{"key":"e_1_2_9_5_1","unstructured":"Bayley N.(1969)New York: The Psychological Corporation."},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.1136\/adc.50.5.383"},{"key":"e_1_2_9_7_1","article-title":"Developing the research question","author":"Booth A.","year":"2004","journal-title":"Etext on Health technology Assessment (HTA) Information Resources"},{"key":"e_1_2_9_8_1","volume-title":"Escala para medir el desarrolla psicomotor de la primera infancia","author":"Brunet O.","year":"1971"},{"key":"e_1_2_9_9_1","volume-title":"Speech and language development for infants with Down syndrome (0\u20135 years)","author":"Buckley S.","year":"2001"},{"key":"e_1_2_9_10_1","doi-asserted-by":"publisher","DOI":"10.1136\/adc.2008.141572"},{"key":"e_1_2_9_11_1","doi-asserted-by":"publisher","DOI":"10.1002\/1098-2779(2000)6:2<84::AID-MRDD2>3.0.CO;2-P"},{"key":"e_1_2_9_12_1","doi-asserted-by":"publisher","DOI":"10.1044\/0161-1461(2008\/020)"},{"key":"e_1_2_9_13_1","doi-asserted-by":"publisher","DOI":"10.1542\/peds.2009-0958"},{"key":"e_1_2_9_14_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.2005.00882.x"},{"key":"e_1_2_9_15_1","volume-title":"MacArthur communicative developmental inventories: User's guide and technical manual","author":"Fenson L.","year":"2003"},{"key":"e_1_2_9_16_1","volume-title":"MacArthur communicative development inventories (CDI)","author":"Fenson L.","year":"1993"},{"key":"e_1_2_9_17_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2012\/12-0061)"},{"key":"e_1_2_9_18_1","doi-asserted-by":"publisher","DOI":"10.1097\/00001163-200504000-00003"},{"key":"e_1_2_9_19_1","doi-asserted-by":"publisher","DOI":"10.1002\/mrdd.20166"},{"key":"e_1_2_9_20_1","doi-asserted-by":"publisher","DOI":"10.1177\/201010581202100406"},{"key":"e_1_2_9_21_1","first-page":"109","article-title":"Vocabulary intervention for children with Down syndrome: Parent training using focused stimulation","volume":"8","author":"Girolametto L.","year":"1998","journal-title":"Infant\u2013Toddler Intervention"},{"key":"e_1_2_9_22_1","volume-title":"A study in menta measurement","author":"Griffiths R.","year":"1954"},{"key":"e_1_2_9_23_1","volume-title":"The abilities of young children. 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