Evaluating the BabblePlay app intervention to encourage vocalising in infants with Down Syndrome

1. Tamar Keren-Portnoy (University of York)
2. Laura Boundy (University of York)
3. Sue Buckley (Down Syndrome Education International)
4. Kelly Burgoyne (University of Manchester)
5. Helena Daffern (University of York)
6. Mona Kanaan (University of York)
7. Sab Arshad (University of York)

Correspondence: tkp502@york.ac.uk

Background

For typically developing infants, gaining experience in speech sound production may facilitate early word production (McGillion et al., 2016). Infants with Down syndrome (DS) are not very vocal (Parikh & Mastergorge, 2018) and are at risk for language delay (Zampini & D'Odorico, 2013). Encouragingly, Yoder et al. (2014) and Peter et al., (2025) found that encouraging vocalising in infants with DS can be achieved through caregiver training, and may lead to earlier word production.

Building on this research, we are testing a novel caregiver-led intervention intended to encourage more vocalising in infants with DS, using the BabblePlay app (Daffern et al., 2020). If successful, it may fulfill a real need, as in the UK Speech and Language Therapy provision for infants with DS is rarely accessible, as reported by our pilot study participants (Keren-Portnoy et al., 2023 [in preparation]).

This presentation will report on a recently-finished Feasibility Randomised Controlled Trial (RCT) of the intervention (Boundy et al., 2024.). We will report on the project’s results on several success criteria, and on some exploratory analyses intended to estimate whether a longer intervention period is likely to be better than a shorter one. We will also briefly report on a full RCT designed to test the effectiveness of the intervention, which we have just started running.

Success criteria:

1. Recruitment of 40 families
2. Retention of 30 families to completion
3. Families adhere to the protocol:
4. ≥90% of recording logs returned to team
5. ≥90% of recordings are at least 8 hours long

Methods

51 Families with babies with DS (aged 7-15 months) were recruited. Families were randomly assigned to a group. Each group played with a ‘tool’ (a mirror for the control group and BabblePlay for the experimental group) for 3 weeks twice daily for 5 minutes at a time. Both groups then played with BabblePlay for another 3 weeks. Infants were audio-recorded at baseline and after each 3 week period and caregivers filled in several questionnaires. Caregivers completed an audio-recording log detailing activities undertaken during each recording.

Results

1. 51 families have signed consent.
2. 40 families have completed their participation.
3. 92% of audio-recording logs were returned.
4. 88% of audio recordings were 8 hours long or more.

Conclusions

The feasibility RCT was successful and we are therefore now running a definitive RCT.

References

Boundy et al. (2024). https://doi.org/10.17605/OSF.IO/V2DNH

Daffern et al. (2020). Applied Acoustics, 162, 107183.

Keren-Portnoy et al. (2025) [in preparation].

McGillion et al. (2017). Child Dev., 88(1), 156–166.

Parikh & Mastergorge (2018). J. of Intellectual Disabilities, 22, 328-345.

Peter et al. (2025). American J. of Speech-Language Pathology, 34(3), 1041-1057.

Yoder et al. (2014). American J. on Intellectual and Developmental Disabilities, 119(1), 17–32.

Zampini, L., & D’Odorico, L. (2013). JIDD, 38(June 2014), 310–7.