Supporting the development of number and early algebraic thinking in children with Down syndrome: A parent-led intervention study

Limited research has investigated early numeracy intervention with children with Down syndrome. This study examines the impact of a parent-led early numeracy intervention, emphasising number skills and early algebraic thinking. Twelve children with Down syndrome aged 28 to 62 months and their parents participated in this small-scale randomised controlled trial. Participants received intervention sessions over 17-weeks. Language, memory and cognition were measured pre-intervention. Mathematical patterning, and highest-count sequence scores were assessed pre- and post-intervention. The experimental group showed significant improvements in mathematical patterning scores (U = .000, p = .004, r = 1.0). There were no significant changes in highest-count sequence scores, though Cohen’s d suggests a moderate effect size (U = 7.500, p = .089, d = 0.49). These results suggest that this parent-led early numeracy intervention may be generally effective in supporting the development of early mathematical thinking in children with Down syndrom.