Search results for ‘Subject term:"downs syndrome"’ Sort:
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The angel within
- Author:
- WADE Janet
- Publisher:
- Williams
- Publication year:
- 2004
- Pagination:
- 239p.
- Place of publication:
- Hatfield Peverel
An account of a young couple's struggle to accept that their first child has Down's Syndrome. The book lays bare the effects of learning disability on family life. As resistance to the truth diminishes, so there emerges a gradual but positive realization that life must not only go on but is actually enhanced by one of nature's 'special people'.
Stepping out: using games and activities to help your child with special needs
- Author:
- NEWMAN Sarah
- Publisher:
- Jessica Kingsley
- Publication year:
- 2004
- Pagination:
- 367p.
- Place of publication:
- London
Parents and carers of children with conditions such as autism, Down's Syndrome or other forms of developmental delay can do much to help encourage their child's development. This book provides parents and carers with practical advice, and games and activities to improve a child's skills in the six areas of development: cognitive; physical; sensory; language; social and emotional. The book also outlines the stages of child development so parents can place their child's progress in context. This book is particularly suitable for primary school children, exploring the standard stages of development in children aged 3 to 11. The author tackles many general problems, such as sleep, behaviour and toilet training, which may be encountered by parents of children with any form of disability - physical, learning or sensory. The author offers advice for parents on coping with the stress of caring for a child with special needs and discusses issues associated with education.
Communicating partners: 30 years of building responsive relationships with late-talking children including autism, Asperger's syndrome (ASD), Down syndrome, and typical development
- Author:
- MACDONALD James D.
- Publisher:
- Jessica Kingsley
- Publication year:
- 2004
- Pagination:
- 336p., bibliog.
- Place of publication:
- London
The result of over thirty years of clinical practice and research work with pre-verbal and verbal children with language delays, this book offers an approach to working with late talking children that focuses on developing relationships through mutual understanding. Providing detailed maps of what children and their life partners need to do to ensure effective social relationships, the programme focuses on five key stages of communication development – interactive play, nonverbal communication, social language, conversation, and civil behaviour – and five life-long responsive strategies to use every day to build relationships within the child's own world. The book asks se4veeral quetsions. What does a child need to do before language? What are effective ways to help a child socialize and communicate from early play through civil conversations? How have parents successfully helped children learn to communicate at home? How can a child develop socially effective language and conversation skills? How can a child with an autistic spectrum disorder, Down Syndrome or other significant delays develop rich social relationships? What have families done to build warm social relationships with their children? What is developmentally effective therapy and education when social and communicative delays are of major concern? The book is illustrated with personal stories and research findings, and contains a wealth of practical suggestions to help parents, teachers, and professionals understand their child's world.
Eating behaviour and food choices in children with Down’s syndrome, autistic spectrum disorder or cri du chat syndrome and comparison groups of siblings: diet and preventive dentistry
- Authors:
- COLLINS Margaret S. R., et al
- Journal article citation:
- Journal of Learning Disabilities, 8(4), December 2004, pp.331-350.
- Publisher:
- Sage
High sugar foods and beverages consumed frequently are associated with increased dental caries and periodontal disease. Based on parental survey responses, the diets of children with Down’s syndrome, autistic spectrum disorder (ASD) and cri du chat syndrome and comparison groups of siblings were considered from an oral health perspective. In each group children who were frequent consumers of one high sugar food or beverage were likely to be high consumers of others, whilst other children were low consumers of high sugar foods and beverages. Children in middle and late childhood tended to consume more cariogenic foods and beverages than preschool children. For most children frequency of meal and snack consumption would allow little opportunity for remineralization of teeth.
Social competence in persons with Prader-Willi, Williams and Down's Syndromes
- Authors:
- RISNER Beth A., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(3), September 2004, pp.209-217.
- Publisher:
- Wiley
This study explores everyday social competence in the lives of persons with three genetic intellectual disability syndromes. Using parent reports on the Social and Activity Competence domains of Achenbach's Child Behavior Checklist (CBCL), socially competent behaviours were examined in 58 persons with Williams syndrome, 54 persons with Prader-Willi syndrome, and 65 persons with Down's syndrome. The Down's syndrome group showed the highest overall social competence scores, while individuals with Prader-Willi syndrome fared worst in terms of their behaviour with others. The Williams syndrome group scored lowest in terms of skill with jobs and chores, and the Down's syndrome group showed the least skill in non-sport activities. Regarding specific activities, musical activities were popular in both Williams syndrome and Down's syndrome, but more participants with Williams syndrome played musical instruments. Compared with the other groups, individuals with Prader-Willi syndrome were five to 25 times more likely to play with jigsaw puzzles, and those with Williams syndrome were least likely to engage in any visual–spatial leisure activities. Age was found to be a positive correlate of social competence for the Williams and Down's syndrome groups, but not for the Prader-Willi group. Implications are discussed for interventions and for future behavioural phenotype work
The adult with Down syndrome: a new challenge for society
- Editor:
- RONDAL Jean A.
- Publisher:
- Whurr
- Publication year:
- 2004
- Pagination:
- 287p.,bibliog.
- Place of publication:
- London
The marked increase in life-expectancy in Down syndrome since the 1990s, although a very good sign in itself, raises important questions regarding the health issues, cognitive involution and social and professional inclusion of people with the condition. In this text, a large group of leading specialists have supplied a series of papers on many aspects of this issue, ranging from epidemiology, genetics, medical issues, Alzheimer's disease, cognition and language, to sexual behavior and contraception, family issues, professional orientation and work experiences. This book should be of interest to physicians, psychologists, social workers and educators working in the field who wish to provide evidence-based interventions for persons with Down syndrome advancing in age.
Evaluation of brief group-administered instruction for parents to prevent or minimize sleep problems in young children with Down Syndrome
- Authors:
- STORES Gregory, STORES Rebecca
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), June 2004, pp.61-70.
- Publisher:
- Wiley
The study concerns the unknown value of group instruction for mothers of young children with Down syndrome (DS) in preventing or minimizing sleep problems. Children with DS were randomly allocated to an Instruction group (given basic information about children's sleep) and a Control group for later comparison including objective sleep measures (actometry). As a secondary exercise, parental reports of sleep problems and objective sleep measures were compared in children with DS and a small sample of unimpaired children (U group) of comparable age and sex distribution. Instruction (shown to have improved mothers' knowledge) was associated with improvement in behavioural sleep problem ratings at 6-month follow up with no change in sleep-related breathing problem ratings or actometry findings. Sleep-related breathing problem symptoms and actometry abnormalities were significantly more common in the DS group than in the U group at baseline, with no obvious differences for behavioural sleep problems. Group instruction offers some benefit regarding behavioural sleep problems but not for sleep-related breathing problems to which more attention should be paid in children with DS, with a view to precise diagnosis and treatment.