共查询到20条相似文献，搜索用时 15 毫秒
1.
Hala Abdelhameed Jill Porter 《International Journal of Disability, Development & Education》2010,57(4):427-438
Research has shown that verbal short‐term memory span is shorter in individuals with Down syndrome than in typically developing individuals of equivalent mental age, but little attention has been given to variations within or across groups. Differences in the environment and in particular educational experiences may play a part in the relative ease or difficulty with which children remember verbal material. This article explores the performance of 26 Egyptian pupils with Down syndrome and 26 Egyptian typically developing children on two verbal short‐term memory tests: digit recall and non‐word repetition tasks. The findings of the study revealed that typically developing children showed superior performance on these tasks to that of pupils with Down syndrome, whose performance was both lower and revealed a narrower range of attainment. Comparisons with the performance of children with Down syndrome in this study suggested that not only did the children with Down syndrome perform more poorly than the typically developing children, their profile also appeared worse than the results of studies of children with a similar mental age with Down syndrome carried out in western countries. The results from this study suggested that, while deficits in verbal short‐term memory in Down syndrome may well be universal, it is important to recognise that performances may vary as a consequence of culture and educational experiences. The significance of these findings is explored with reference to approaches to education and how these are conceptualised in relation to children with disabilities. 相似文献
2.
Linda Gilmore Monica Cuskelly Melissa Browning 《International Journal of Disability, Development & Education》2015,62(3):265-275
The main purpose of the current study was to provide empirical evidence to support or refute assumptions of phenotypic deficits in motivation for children with Down syndrome (DS). Children with moderate intellectual disability (MID) associated with etiologies other than DS were recruited in an extension of a previous study that involved children with DS and typically developing children. The participants were 29 children with MID and 33 children with DS who were matched on mental age to 33 typically developing children, aged 3–8 years. Mastery motivation was assessed on task measures of curiosity, preference for challenge and persistence, as well as parental reports. There were no significant group differences on the mastery motivation tasks. Parental ratings of mastery motivation differed, with typically developing children generally being rated more highly than each of the disability groups. The view that motivational deficits are part of the DS behavioural phenotype was not supported. 相似文献
3.
Susan H. Landry Cynthia L. Miller-Loncar Paul R. Swank 《Early education and development》1998,9(4):375-392
Children's goal-directed behaviors were examined in independent play sessions before and after a joint-play interaction with their mothers for a group of children with Down syndrome (n = 22) and a control group of mental and language age matched typically developing children (n = 24). While both groups showed comparable amounts of time spent in independent goal-directed play during the pre session and similar play responses with their mothers during the joint play session, only the control children significantly increased their goal-directed behavior from the pre to the post session. Maternal behaviors that provided information about how to use the toy predicted increases from the pre to post sessions in independent goal-directed play but only for the control children. These findings suggest that children with Down syndrome may have more difficulty transferring the goal-directed play behaviors they can use with support from their mothers to an independent play situation. Findings are discussed in relation to early education program design for children with Down syndrome. 相似文献
4.
《Early education and development》2013,24(4):375-392
Children's goal-directed behaviors were examined in independent play sessions before and after a joint-play interaction with their mothers for a group of children with Down syndrome (n = 22) and a control group of mental and language age matched typically developing children (n = 24). While both groups showed comparable amounts of time spent in independent goal-directed play during the pre session and similar play responses with their mothers during the joint play session, only the control children significantly increased their goal-directed behavior from the pre to the post session. Maternal behaviors that provided information about how to use the toy predicted increases from the pre to post sessions in independent goal-directed play but only for the control children. These findings suggest that children with Down syndrome may have more difficulty transferring the goal-directed play behaviors they can use with support from their mothers to an independent play situation. Findings are discussed in relation to early education program design for children with Down syndrome. 相似文献
5.
Research has found that many children andadolescents with Down syndrome acquire somelevel of reading ability. Studies to date havedocumented that cognition, language, andphonological awareness contribute tovariability observed in performance onconventional literacy measures for thispopulation, although the extent of relativecontributions varies among studies. Less isknown about the relationship of early literacyskills to conventional reading, or howrelationships among variables that supportliteracy acquisition are similar or differentfrom those observed in typically developingchildren. In this project, cognition,language, early literacy, phonologicalawareness and reading skills were examined in agroup of children and adolescents with Downsyndrome (aged 5;06 to 17;03) and a group oftypically developing children (aged 3;06 to5;03) matched for nonverbal cognition. Resultsrevealed broad variability in performance onearly literacy and reading measures in personswith Down syndrome. Comparisons with mental age-matchedchildren indicated differences in the relativecontribution of language and cognition toreading ability, with language being a strongerpredictor in the group with Down syndrome. 相似文献
6.
Neurocognitive function and joint attention ability in young children with autism spectrum disorder versus developmental delay 总被引：5，自引：0，他引：5
Dawson G Munson J Estes A Osterling J McPartland J Toth K Carver L Abbott R 《Child development》2002,73(2):345-358
Studies have shown that young children with autism are not impaired on prefrontal tasks relative to what would be expected for their mental age, raising questions about the executive dysfunction hypothesis of autism. These studies did not include ventromedial prefrontal tasks, however. The present study examined whether young children with autism spectrum disorder (ASD) are impaired on ventromedial prefrontal tasks, and whether performance on such tasks is correlated with a core autism symptom, joint attention ability. Seventy-two 3- to 4-year-old children with ASD, 34 3- to 4-year-old developmentally delayed children, and 39 12- to 46-month-old typically developing children, matched on mental age, were administered ventromedial and dorsolateral prefrontal tasks and joint attention tasks. Children with ASD performed similarly to comparison groups on all executive function tasks, indicating that at this early age, there is no autism-specific pattern of executive dysfunction. Ventromedial, but not dorsolateral, prefrontal task performance was strongly correlated with joint attention ability, however. The ventromedial prefrontal cortex is hypothesized to play a role in the development of joint attention and possibly some aspects of the autistic syndrome. 相似文献
7.
Neuropsychological Correlates of Early Symptoms of Autism 总被引：8，自引：0，他引：8
Geraldine Dawson rew N. Meltzoff Julie Osterling Julie Rinaldi 《Child development》1998,69(5):1276-1285
Both the medial temporal lobe and dorsolateral prefrontal cortex have been implicated in autism. In the present study, performance on two neuropsychological tasks—one tapping the medial temporal lobe and related limbic structures, and another tapping the dorsolateral prefrontal cortex—was examined in relation to performance on tasks assessing autistic symptoms in young children with autism, and developmentally matched groups of children with Down syndrome or typical development. Autistic symptoms included orienting to social stimuli, immediate and deferred motor imitation, shared attention, responses to emotional stimuli, and symbolic play. Compared with children with Down syndrome and typically developing children, children with autism performed significantly worse on both the medial temporal lobe and dorsolateral prefrontal tasks, and on tasks assessing symptoms domains. For children with autism, the severity of autistic symptoms was strongly and consistently correlated with performance on the medial temporal lobe task, but not the dorsolateral prefrontal task. The hypothesis that autism is related to dysfunction of the medial temporal lobe and related limbic structures, such as the orbital prefrontal cortex, is discussed. 相似文献
8.
This study examined the nature of repetitive, ritualistic, and compulsive-like behaviors in 50 typically developing children and 50 individuals with Down syndrome (DS), matched on mental age (MA; M = 59.72 months). Parents reported on their children's compulsive-like behaviors-including ritualistic habits-and perfectionistic behaviors, as well as their children's adaptive and maladaptive behaviors. Results indicated that children with DS show similar MA-related changes in compulsive-like behaviors compared to the MA-matched comparison group. Younger children (both typical and DS) exhibited significantly more compulsive-like behaviors than older children. In general, children with and without DS did not differ from each other in terms of the number of compulsive-like behaviors they engaged in, although participants with DS engaged in more frequent, more intense repetitive behaviors. Compulsive-like behaviors were differentially related to adaptive and maladaptive behaviors across the MA and mental retardation groups. The results extend the "similar sequence" model of development to the construct of compulsive-like behaviors, and also suggest that some repetitive behaviors may be among the behavioral phenotype of individuals with DS. 相似文献
9.
Jill Porter 《International Journal of Disability, Development & Education》2019,66(2):133-150
ABSTRACTThe focus of much mathematics teaching has been on the acquisition of counting, an area where children with Down syndrome can experience particular difficulties. Research with typically developing children has highlighted how early awareness of quantity provides a strong platform for the acquisition of later mathematical skills and programmes of early intervention have been introduced. Many of these studies are embedded in the work and traditions of developmental and cognitive psychology and can be difficult to access. Consequently, this is an area that has been largely ignored in the curricula of children with Down syndrome. This paper seeks to make this literature more available. It systematically reviews previous research with children with Down Syndrome on these early foundations. It considers seemingly contradictory findings in the light of differences in tasks, their presentation and instructions, and the responses required, in order to draw conclusions and reflect on the implications for teaching and learning. Some of these propositions are in contrast to existing practices and call for further research to test their effectiveness. 相似文献
10.
K A Loveland 《Child development》1987,58(4):928-936
Children with Down syndrome (DS) and normally developing (ND) children of comparable mental age (16-32 months) were compared in their ability to find things seen in the mirror. Tasks included finding a rouge mark on the face, finding the mother, finding a toy, as well as free play before the mirror. The 2 groups were found to be equally likely to solve each task and did not differ in pattern of tasks solved or amount of prompting to notice the stimulus. With increasing mental age, both groups required less prompting and were more likely to locate the stimulus. Children with and without DS were not equally interested in particular tasks, and children with DS were more attentive to the mirror overall, whereas ND children tended to lose interest more rapidly in some task situations. The significance of incorrect strategies in searching for the reflected mother or toy was also examined. It was concluded that the ability of children with DS to solve different kinds of mirror tasks paralleled that of ND children, but that motivational, attentional, and exploratory differences may exist. 相似文献
11.
Deborah J. Fidler Robert M. Hodapp Elisabeth M. Dykens 《Early education and development》2000,11(4):395-406
This study examined whether stress levels differ in families of young children with three different genetic etiologies of mental retardation, and whether child characteristics associated with those genetic etiologies may help explain these differences. Participants were sixty families of young children with Down syndrome, Williams syndrome, and Smith-Magenis syndrome. All children were between the ages of 3 and 10 years. Parents completed Achenbach's Child Behavior Checklist, the Questionnaire on Resources and Stress-Friedrich edition, and a demographic questionnaire. Families of children with Down syndrome experienced significantly less Pessimism than the other two etiology groups and significantly less Parent and Family Problems than families of children with Smith-Magenis syndrome. The strongest predictor of Parent and Family Problems was maladaptive behavior in Smith-Magenis syndrome, younger age in Down syndrome, and both maladaptive behavior and younger age in Williams syndrome. Maladaptive behavior predicted Pessimism in families of children with Smith-Magenis syndrome, but none of the variables examined significantly predicted Pessimism in the other two syndromes. The importance of behavioral phenotype research is discussed for practitioners working with young children with mental retardation and their families. 相似文献
12.
Stress in Families of Young Children with Down Syndrome,Williams Syndrome,and Smith-Magenis Syndrome
《Early education and development》2013,24(4):395-406
This study examined whether stress levels differ in families of young children with three different genetic etiologies of mental retardation, and whether child characteristics associated with those genetic etiologies may help explain these differences. Participants were sixty families of young children with Down syndrome, Williams syndrome, and Smith-Magenis syndrome. All children were between the ages of 3 and 10 years. Parents completed Achenbach's Child Behavior Checklist, the Questionnaire on Resources and Stress-Friedrich edition, and a demographic questionnaire. Families of children with Down syndrome experienced significantly less Pessimism than the other two etiology groups and significantly less Parent and Family Problems than families of children with Smith-Magenis syndrome. The strongest predictor of Parent and Family Problems was maladaptive behavior in Smith-Magenis syndrome, younger age in Down syndrome, and both maladaptive behavior and younger age in Williams syndrome. Maladaptive behavior predicted Pessimism in families of children with Smith-Magenis syndrome, but none of the variables examined significantly predicted Pessimism in the other two syndromes. The importance of behavioral phenotype research is discussed for practitioners working with young children with mental retardation and their families. 相似文献
13.
Kathryn Kohnert Jennifer Windsor Dongsun Yim 《Learning disabilities research & practice》2006,21(1):19-29
We report results from 2 language‐based processing tasks designed to investigate the performance of linguistically diverse learners. The tasks were the Competing Language Processing Task (CLPT) and Non‐Word Repetition (NWR). Participants were 100 school‐age children in 1 of 3 different experimental groups: monolingual English‐speaking children with specific or primary language impairment (LI), typical English‐only‐speaking children (EO), or typical Spanish–English bilingual children (BI). On both CLPT and NWR, EO group performance was best and LI group performance was poorest, with BI group performance falling in between. Likelihood ratios indicated that performance on these tasks does not provide compelling diagnostic power for separating typically developing bilinguals from monolingual children with LI. One exception is that children who obtained an NWR score of 93 percent or higher could be ruled out of the LI group with a high degree of confidence. 相似文献
14.
Leslie Rescorla 《Annals of dyslexia》2000,50(1):85-102
Language and reading outcomes at age 13 were examined in a sample of 22 children who were late talkers as toddlers. The late
talkers, all of whom had normal nonverbal ability and age-adequate receptive language at intake (24-to-31 months), were compared
to a group of 14 typically developing children similar at intake on age, SES, and nonverbal ability. Late talkers had significantly
poorer vocabulary, grammar, reading/spelling, and verbal memory skills at age 13, although as a group, they generally performed
in the average range on most language and academic tasks. The findings suggest that slow early language development reflects
a predisposition for slower acquisition and lower asymptotic performance in a wide range of language-related skills into adolescence. 相似文献
15.
听力正常家庭和聋人家庭中聋童心理理论的发展 总被引：3，自引：0，他引：3
聋童能否正确理解他人心理状态直接影响其正常的社会交往。已有研究表明,听力正常家庭中的聋童心理理论水平低于正常儿童,但随其语言发展和年龄增长而逐步提升。聋人家庭中的聋童心理理论处于正常水平,并随年龄增长而成熟。尽管存在心理表征能力发展的迟滞,听力正常家庭中的聋童能在一定程度上理解图片对于现实的错误表征。研究结果提示正常的社交情境可能与聋童的心理理论发展有关。 相似文献
16.
This study tested prefrontal and hippocampal functions in a sample of 28 school-aged (M = 14.7 years, SD = 2.7) individuals with Down syndrome (DS) compared with 28 (M = 4.9 years, SD = .75) typically developing children individually matched on mental age (MA). Both neuropsychological domains were tested with multiple behavioral measures. Benchmark measures of verbal and spatial function demonstrated that this DS sample was similar to others in the literature. The main finding was a significant Group x Domain interaction effect indicating differential hippocampal dysfunction in the group with DS. However, there was a moderate partial correlation (r = .54, controlling for chronological age) between hippocampal and prefrontal composite scores in the DS group, and both composites contributed unique variance to the prediction of MA and adaptive behavior in that group. In sum, these results indicate a particular weakness in hippocampal functions in DS in the context of overall cognitive dysfunction. It is interesting that these results are similar to what has been found in a mouse model of DS. Such a model will make it easier to understand the neurobiological mechanisms that lead to the development of hippocampal dysfunction in DS. 相似文献
17.
The results of previous research suggest that while preschool children have a beginning understanding of disabilities that involve the use of adaptive equipment, they have little awareness of disabilities such as Down syndrome which have less overt distinguishing characteristics. In this study, videotaped segments from the children's television show, Sesame Street, were used to explore children's ideas about Down syndrome and physical disability. Participants included 41 preschool children. While a majority of participating children were aware that each child in the videotapes had some difficulties performing age-appropriate tasks, children had significantly fewer ideas about why the child with Down syndrome had this difficulty. Significantly more thought that the child with Down syndrome could do more “if he tried really hard” when compared with the child with a physical disability. These results are discussed in terms of children's developing understanding of disabilities and implications for using media to teach preschoolers about people with disabilities. 相似文献
18.
《Early education and development》2013,24(4):409-422
The results of previous research suggest that while preschool children have a beginning understanding of disabilities that involve the use of adaptive equipment, they have little awareness of disabilities such as Down syndrome which have less overt distinguishing characteristics. In this study, videotaped segments from the children's television show, Sesame Street, were used to explore children's ideas about Down syndrome and physical disability. Participants included 41 preschool children. While a majority of participating children were aware that each child in the videotapes had some difficulties performing age-appropriate tasks, children had significantly fewer ideas about why the child with Down syndrome had this difficulty. Significantly more thought that the child with Down syndrome could do more "if he tried really hard" when compared with the child with a physical disability. These results are discussed in terms of children's developing understanding of disabilities and implications for using media to teach preschoolers about people with disabilities. 相似文献
19.
Using Total Communication With Young Children With Down Syndrome: A Literature Review and Case Study
This paper presents a literature review regarding language abilities of children with Down syndrome and presents a case study concerning the effectiveness of using Total Communication with a young child with Down syndrome. The prevalence of expressive language delays in children with Down syndrome highlights the need to develop early interventions to promote language development. The existing literature on the usefulness of Total Communication as an intervention method with children and adults with special needs is documented and a rationale for the use of Total Communication with children with Down syndrome is presented. In the case study, a single subject simultaneous treatment design was used which involved introducing 20 words during free play (10 oral and 10 Total Communication), which were matched on phonetic complexity and reinforcement value. Results indicated that comprehension was not differentially affected by the type of communication approach used. However, expressively the child was able to use manual signs many months before any understandable words were produced. The use of manual signs did not inhibit use of speech. The results of this case study suggest that the early use of Total Communication can be an effective transitional mode of communication for at least some children with Down syndrome. Further research is needed to explore individual differences between children with Down syndrome and to identify factors that predict those children who benefit most from the use of Total Communication. 相似文献
20.
Using Total Communication With Young Children With Down Syndrome: A Literature Review and Case Study
《Early education and development》2013,24(4):306-320
This paper presents a literature review regarding language abilities of children with Down syndrome and presents a case study concerning the effectiveness of using Total Communication with a young child with Down syndrome. The prevalence of expressive language delays in children with Down syndrome highlights the need to develop early interventions to promote language development. The existing literature on the usefulness of Total Communication as an intervention method with children and adults with special needs is documented and a rationale for the use of Total Communication with children with Down syndrome is presented. In the case study, a single subject simultaneous treatment design was used which involved introducing 20 words during free play (10 oral and 10 Total Communication), which were matched on phonetic complexity and reinforcement value. Results indicated that comprehension was not differentially affected by the type of communication approach used. However, expressively the child was able to use manual signs many months before any understandable words were produced. The use of manual signs did not inhibit use of speech. The results of this case study suggest that the early use of Total Communication can be an effective transitional mode of communication for at least some children with Down syndrome. Further research is needed to explore individual differences between children with Down syndrome and to identify factors that predict those children who benefit most from the use of Total Communication. 相似文献