Down's syndrome, research and practice : the journal of the Sarah Duffen Centre最新文献_第9页

Temperament and behaviour problems in young children with Down syndrome at 12, 30, and 45 months. 唐氏综合症患儿在12、30和45个月时的气质和行为问题。

Down's syndrome, research and practice : the journal of the Sarah Duffen Centre Pub Date : 2006-07-01 DOI: 10.3104/reports.302

Deborah J Fidler, David E Most, Cathryn Booth-LaForce, Jean F Kelly

{"title":"Temperament and behaviour problems in young children with Down syndrome at 12, 30, and 45 months.","authors":"Deborah J Fidler, David E Most, Cathryn Booth-LaForce, Jean F Kelly","doi":"10.3104/reports.302","DOIUrl":"https://doi.org/10.3104/reports.302","url":null,"abstract":"Though cross-sectional studies have yielded important information regarding the trajectory of psychopathology in middle childhood and adolescence in Down syndrome, there has been little exploration of maladaptive behaviour in the earliest years of development. In this study, we explore the emergence of maladaptive behaviour in young children with Down syndrome (n=24) and a mental age-matched comparison group (n=33) of young children with developmental disabilities of mixed etiologies. Behavioural data (Bayley Scales of Infant Development, Infant Temperament Questionnaire, Achenbach's Child Behaviour Checklist) were collected for children in each group at 12 months, 30 months, and 45 months. Findings from this study suggest that the onset of internalising behaviour difficulties in young children with Down syndrome may emerge later in early development than in children with developmental disabilities of mixed/nonspecific etiologies. In addition, temperament at Time I appeared to be a much stronger predictor of maladaptive behaviour outcomes at Time 3 in the mixed comparison group than in the Down syndrome group. Implications of this trajectory of the early development of maladaptive behaviour in Down syndrome for intervention for young children with Down syndrome are discussed.","PeriodicalId":80275,"journal":{"name":"Down's syndrome, research and practice : the journal of the Sarah Duffen Centre","volume":"10 1","pages":"23-9"},"PeriodicalIF":0.0,"publicationDate":"2006-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26166242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 36

Language learning in Down syndrome: the speech and language profile compared to adolescents with cognitive impairment of unknown origin. 唐氏综合症的语言学习:与来历不明的认知障碍青少年相比的言语和语言概况。

Down's syndrome, research and practice : the journal of the Sarah Duffen Centre Pub Date : 2006-07-01 DOI: 10.3104/reports.306

Robin S Chapman

{"title":"Language learning in Down syndrome: the speech and language profile compared to adolescents with cognitive impairment of unknown origin.","authors":"Robin S Chapman","doi":"10.3104/reports.306","DOIUrl":"https://doi.org/10.3104/reports.306","url":null,"abstract":"Children and adolescents with Down syndrome show an emerging profile of speech and language characteristics that is typical of the syndrome (Chapman & Hesketh, 2000; Chapman, 2003; Abbeduto & Chapman, 2005) and different from typically developing children matched for nonverbal mental age, including expressive language deficits relative to comprehension that are most severe for syntax, and, in adolescence, strengths in comprehension vocabulary, improvements in expressive syntax, but losses in comprehension of syntax (Chapman, Hesketh & Kistler, 2002). Here we compare 20 adolescents with Down syndrome to 16 individuals with cognitive impairment of unknown origin, statistically matched for age and nonverbal mental age, to show that the age-related strengths in vocabulary comprehension are not limited to the Down syndrome phenotype, but are limited to a certain type of vocabulary test: for both groups, performance on the Peabody Picture Vocabulary Test-3 is significantly greater than performance on the vocabulary subtest of the Test of Auditory Comprehension of Language-3, which does not differ from the syntax comprehension subtests. Vocabulary size, but not conceptual level, is a strength for adolescents with cognitive impairment. In contrast, deficits in auditory-verbal working memory, syntax and vocabulary comprehension, and narration of picture-books without an opportunity to preview them are all specific to the adolescent group with Down syndrome. The expressive language deficit disappears when a preview opportunity and picture support is given.","PeriodicalId":80275,"journal":{"name":"Down's syndrome, research and practice : the journal of the Sarah Duffen Centre","volume":"10 2","pages":"61-6"},"PeriodicalIF":0.0,"publicationDate":"2006-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26166298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 138

Gross motor skill acquisition in adolescents with Down syndrome. 唐氏综合症青少年大肌肉运动技能的习得。

Down's syndrome, research and practice : the journal of the Sarah Duffen Centre Pub Date : 2006-06-01 DOI: 10.3104/reports.298

Sarah Meegan, Brian K V Maraj, Daniel Weeks, Romeo Chua

{"title":"Gross motor skill acquisition in adolescents with Down syndrome.","authors":"Sarah Meegan, Brian K V Maraj, Daniel Weeks, Romeo Chua","doi":"10.3104/reports.298","DOIUrl":"https://doi.org/10.3104/reports.298","url":null,"abstract":"The purpose of this study was to assess whether verbal-motor performances deficits exhibited by individuals with Down syndrome limited their ability to acquire gross motor skills when given visual and verbal instruction together and then transferred to either a visual or verbal instructional mode to reproduce the movement. Nine individuals with Down syndrome (6 males, 3 females) performed 3 gross motor skills. Both visual and verbal instructional guidance was given to the participants over a 4-day period. Twenty-four hours later, the participants were video recorded as they produced the movements (used as baseline measures). On Day 6, they were randomly assigned into verbal and visual groups and required to reproduce the skills while the experimenter provided either visual demonstration or verbal instructions depending on the group. Based on skill performance scores, participants in the verbal-motor performance group demonstrated a lower level of proficiency and an increased number of performance errors when compared to participants in the visual-motor performance group. Moreover, while the visual group demonstrated an increase in performance levels compared to baseline measures, the opposite effect was seen for the verbal group.","PeriodicalId":80275,"journal":{"name":"Down's syndrome, research and practice : the journal of the Sarah Duffen Centre","volume":"9 3","pages":"75-80"},"PeriodicalIF":0.0,"publicationDate":"2006-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26164450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 28

Breaking the hype cycle: using the computer effectively with learners with intellectual disabilities. 打破炒作循环:与智障学习者有效地使用计算机。

Down's syndrome, research and practice : the journal of the Sarah Duffen Centre Pub Date : 2006-06-01 DOI: 10.3104/practice.296

Jan Lloyd, Karen B Moni, Anne Jobling

{"title":"Breaking the hype cycle: using the computer effectively with learners with intellectual disabilities.","authors":"Jan Lloyd, Karen B Moni, Anne Jobling","doi":"10.3104/practice.296","DOIUrl":"https://doi.org/10.3104/practice.296","url":null,"abstract":"There has been huge growth in the use of information technology (IT) in classrooms for learners of all ages. It has been suggested that computers in the classroom encourage independent and self-paced learning, provide immediate feedback and improve self-motivation and self-confidence. Concurrently there is increasing interest related to the role of technology in educational programs for individuals with intellectual disabilities. However, although many claims are made about the benefits of computers and software packages there is limited evidence based information to support these claims. Researchers are now starting to look at the specific instructional design features that are hypothesised to facilitate education outcomes rather than the over-emphasis on graphics and sounds. Research undertaken as part of a post-school program (Latch-On: Literacy and Technology - Hands On) at the University of Queensland investigated the use of computers by young adults with intellectual disabilities. The aims of the research reported in this paper were to address the challenges identified in the 'hype' surrounding different pieces of educational software and to develop a means of systematically analysing software for use in teaching programs.","PeriodicalId":80275,"journal":{"name":"Down's syndrome, research and practice : the journal of the Sarah Duffen Centre","volume":"9 3","pages":"68-74"},"PeriodicalIF":0.0,"publicationDate":"2006-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26164449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 39

Early learning and adaptive behaviour in toddlers with Down syndrome: evidence for an emerging behavioural phenotype? 唐氏综合症幼儿的早期学习和适应行为:新出现的行为表型的证据?

Down's syndrome, research and practice : the journal of the Sarah Duffen Centre Pub Date : 2006-06-01 DOI: 10.3104/reports.297

Deborah J Fidler, Susan Hepburn, Sally Rogers

{"title":"Early learning and adaptive behaviour in toddlers with Down syndrome: evidence for an emerging behavioural phenotype?","authors":"Deborah J Fidler, Susan Hepburn, Sally Rogers","doi":"10.3104/reports.297","DOIUrl":"https://doi.org/10.3104/reports.297","url":null,"abstract":"Background: Though the Down syndrome behavioural phenotype has been described as involving relative strengths in visuo-spatial processing and sociability, and relative weaknesses in verbal skills and motor planning, the early emergence of this phenotypic pattern of strengths and weaknesses has not yet been fully explored.Method: In this study, we compared the performance of eighteen 2 to 3-year-olds with Down syndrome to an MA-matched comparison group of nineteen 2 to 3-year-olds with mixed developmental disabilities, and an MA-matched comparison group of 24 children with typical development on two developmental measures: the Mullen Scales of Early Learning and the Vineland Adaptive Behaviour Scales.Results: While the specificity of the Down syndrome profile was (for the most part) not yet evident, results showed that toddlers with Down syndrome in this study did show emerging areas of relative strength and weakness similar to that which has been described in older children and young adults with Down syndrome. This pattern included relatively stronger social skills, weaker expressive language, and poor motor coordination. When this pattern of strengths and weaknesses was compared to the developmental profiles of the two comparison groups, socialisation strengths differentiated the Down syndrome group from the mixed developmental disabilities group.","PeriodicalId":80275,"journal":{"name":"Down's syndrome, research and practice : the journal of the Sarah Duffen Centre","volume":"9 3","pages":"37-44"},"PeriodicalIF":0.0,"publicationDate":"2006-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26166245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 146

Profiles and development of adaptive behavior in children with Down syndrome. 唐氏综合症儿童适应行为的概况和发展。

Down's syndrome, research and practice : the journal of the Sarah Duffen Centre Pub Date : 2006-06-01 DOI: 10.3104/reprints.293

Elisabeth M Dykens, Robert M Hodapp, David W Evans

引用次数: 229

A comparison of mainstream and special education for teenagers with Down syndrome: implications for parents and teachers. 唐氏综合症青少年主流教育与特殊教育的比较:对家长和教师的启示。

Down's syndrome, research and practice : the journal of the Sarah Duffen Centre Pub Date : 2006-06-01 DOI: 10.3104/reports.295

Sue Buckley, Gillian Bird, Ben Sacks, Tamsin Archer

{"title":"A comparison of mainstream and special education for teenagers with Down syndrome: implications for parents and teachers.","authors":"Sue Buckley, Gillian Bird, Ben Sacks, Tamsin Archer","doi":"10.3104/reports.295","DOIUrl":"https://doi.org/10.3104/reports.295","url":null,"abstract":"This article presents data from a research study designed to compare the achievements of teenagers with Down syndrome educated in mainstream classrooms or in special education classrooms throughout their full-time education. Progress is reported for speech and language, literacy, socialisation, daily living skills and behaviour. For all the teenagers, there is evidence of progress with age on all the measures except for communication. Communication continued to improve through teenage years for the included children but not for those in special education classrooms. There were no significant differences in overall outcomes for daily living skills or socialisation. However, there were large significant gains in expressive language and literacy skills for those educated in mainstream classrooms. Teenagers educated in mainstream classrooms showed fewer behavioural difficulties. Further, comparison with data published by these authors in an earlier study, showed no improvements in school achievements in special education over a 13 year period in the UK (1986-1999).","PeriodicalId":80275,"journal":{"name":"Down's syndrome, research and practice : the journal of the Sarah Duffen Centre","volume":"9 3","pages":"54-67"},"PeriodicalIF":0.0,"publicationDate":"2006-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26166248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 160

Evidence that we can change the profile from a study of inclusive education. 我们可以从全纳教育的研究中改变概况的证据。

Down's syndrome, research and practice : the journal of the Sarah Duffen Centre Pub Date : 2006-06-01 DOI: 10.3104/essays.294

Sue Buckley, Gillian Bird, Ben Sacks

引用次数: 29

What's it all about? Investigating reading comprehension strategies in young adults with down syndrome. 这到底是怎么回事?研究患有唐氏综合症的年轻人的阅读理解策略。

Down's syndrome, research and practice : the journal of the Sarah Duffen Centre Pub Date : 2004-07-01 DOI: 10.3104/reports.290

Michelle Morgan, Karen B Moni, Anne Jobling

{"title":"What's it all about? Investigating reading comprehension strategies in young adults with down syndrome.","authors":"Michelle Morgan, Karen B Moni, Anne Jobling","doi":"10.3104/reports.290","DOIUrl":"https://doi.org/10.3104/reports.290","url":null,"abstract":"The purpose of reading is for the reader to construct meaning from the text. For many young adults with Down syndrome, knowing what the text is all about is difficult, and so for them the activity of reading becomes simply the practice of word calling. It is suggested in the literature that for those individuals with Down syndrome, learning can continue into adolescence and that this may be the optimal time for learning to occur. However, a review of the literature revealed limited empirical research specifically relating to the reading comprehension of young adults with Down syndrome. Recent findings from Latch-On (Literacy And Technology Hands On), a research-based literacy and technology program for young adults with Down syndrome at the University of Queensland, revealed that comprehension remained the significant area of difficulty and showed least improvement (Moni & Jobling, 2001). It was suggested by Moni and Jobling (2001) that explicit instruction in comprehension using a variety of strategies and meaningful, relevant texts was required to improve the ability of young adults with Down syndrome to construct meaning from written texts. This paper is based on an action research project that was developed within the Latch-On program. The project utilised a modification of Elliot's (1991) action research model and was conducted to investigate specific teaching and learning strategies that would enhance the reading comprehension of young adults with Down syndrome. The participants were 6 young adults with Down syndrome ranging in age from 18 to 25 years. As the data from this project are still being analysed, preliminary findings of one participant are presented as a case study. The preliminary findings appear to indicate that the program of specific teaching and learning reading comprehension strategies used in this project was beneficial in the participant's reading comprehension.","PeriodicalId":80275,"journal":{"name":"Down's syndrome, research and practice : the journal of the Sarah Duffen Centre","volume":"9 2","pages":"37-44"},"PeriodicalIF":0.0,"publicationDate":"2004-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"24653644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 31

Parental experiences of feeding problems in their infants with Down syndrome. 父母对唐氏综合症婴儿喂养问题的经验。

Down's syndrome, research and practice : the journal of the Sarah Duffen Centre Pub Date : 2004-07-01 DOI: 10.3104/reports.291

Eilene Lewis, Alta Kritzinger

{"title":"Parental experiences of feeding problems in their infants with Down syndrome.","authors":"Eilene Lewis, Alta Kritzinger","doi":"10.3104/reports.291","DOIUrl":"https://doi.org/10.3104/reports.291","url":null,"abstract":"Although feeding difficulties in infants with Down syndrome are described in the literature, the experiences of parents regarding the feeding problems of their infants are largely omitted. In order to promote closer collaboration with families and speech-language therapists in early communication intervention, the study investigated some experiences of a group of parents concerning the feeding problems of their infants with Down syndrome. A descriptive survey approach was implemented to collect quantitative data. The results revealed the type of feeding problems and associated conditions occurring in the infants of the twenty participants; the type of feeding methods used; the assistance received during the feeding problems; the emotions experienced in relation to the feeding problems in their infants as well as suggestions made by the participants regarding the management of early feeding problems. Numerous feeding problems occurred in the infants and the variety of emotions experienced by the participants indicated that feeding therapy and counseling were required. As a result of the different conditions underlying the feeding problems of the participants' infants, a comprehensive approach, which included therapeutic and medical intervention, was necessary. In order to provide effective early communication intervention services from birth, the results indicated that the knowledge, skills and sensitivity of speech language therapists to identify caregiver needs, to provide appropriate family-focused intervention and to make recommendations regarding the management of feeding problems in infants with Down syndrome is of great importance.","PeriodicalId":80275,"journal":{"name":"Down's syndrome, research and practice : the journal of the Sarah Duffen Centre","volume":"9 2","pages":"45-52"},"PeriodicalIF":0.0,"publicationDate":"2004-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"24653646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 40