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Children and young people with Down syndrome: their awareness of Down syndrome and developing self‐perceptions
- Authors:
- DEAKIN Karen, MOORE Derek G., JAHODA Andrew
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(6), 2018, pp.197-1208.
- Publisher:
- Wiley
Background: Past research suggests children with Down syndrome often lack awareness of their disability despite the visibility of their condition. Method: This study used novel tasks to investigate their insight. Twenty‐eight young people with Down syndrome (aged 8–17 years) were recruited, along with control groups of 67 typically developing young people. Three tasks explored the children's awareness of Down syndrome: (a) choice of partner for social activities, (b) sorting photographs and (c) attributing positive or negative descriptors to photographs. Results: All participants expressed a preference to engage in social activities with typically developing peers. Most participants with Down syndrome identified with the typically developing person. Even though all participants attributed more positive descriptors to the photographs of the typically developing individuals, they remained positive about themselves. Conclusion: The early awareness of difference shown by young people with Down syndrome suggests this may play an important role in their developing identities. (Publisher abstract)
Understanding maternal support for autonomy in young children with Down syndrome
- Authors:
- GILMORE Linda, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 13(2), 2016, pp.92-101.
- Publisher:
- Wiley
Prior research has highlighted the importance of supporting the autonomy of children with Down syndrome from early childhood. There is some evidence to suggest that mothers of children with Down syndrome are more directive than those whose children are developing typically. However, the factors that contribute to maternal autonomy supportive vs. directive behaviours are not well understood. The current study aimed to explore the value and importance that mothers place upon their child's autonomy, as well as the specific factors that influence the support they provide. Interviews were conducted with 14 mothers of young children with Down syndrome. It was revealed that mothers held aspirations for their children's future that included autonomy and independence; however, their capacity to promote autonomy was sometimes constrained by a range of child and family factors, as well as by their focus on developing skills for independent functioning. Understanding the factors that may constrain support for autonomy represents an essential step in the process of designing interventions for promoting maternal support for autonomy in families of children with Down syndrome and other developmental disabilities. (Edited publisher abstract)
Speed of naming in children with Williams and Down syndromes
- Authors:
- YPSILANTI Antonia, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(2), June 2006, pp.87-94.
- Publisher:
- Taylor and Francis
Williams syndrome (WS) and Down syndrome (DS) are two neurodevelopmental genetically based disorders which exhibit mental retardation with a unique cognitive profile. Naming in individuals with WS and DS has been investigated in several studies, with results indicating that the performance of children with WS and DS is at a similar level and below mental age expectations on naming tasks. Speed of naming pictures, colours, numbers, letters and words was assessed in 8 individuals with WS, 10 individuals with DS, and 18 mental age controls. All stimuli were presented on a computer monitor and reaction times for naming were recorded. Our results indicated that speed of naming in children with DS and WS is not statistically different to that of mental age controls. However, error analysis in naming words and pictures revealed qualitative differences between the three groups. These results challenge the tenet of increased naming speed in children with WS compared to mental age controls. The findings are discussed in the light of current evidence concerning the linguistic abilities of children with neurodevelopmental disorders and those with typical development.
Down Syndrome: the facts
- Author:
- SELIKOWITZ Mark
- Publisher:
- Oxford University Press
- Publication year:
- 1997
- Pagination:
- 204p.
- Place of publication:
- Oxford
Offers practical advice on Down syndrome. Includes chapters on: the first days; coping with family and friends; how Down syndrome comes about; the child's development, health and behaviour; a guide to services; assessment; school; adolescence; adulthood; and future pregnancies.
Down's Syndrome: children growing up
- Author:
- CARR Janet
- Publisher:
- Cambridge University Press
- Publication year:
- 1995
- Pagination:
- 215p.,tables,bibliog.
- Place of publication:
- Cambridge
Follows the lives of a population-based cohort of Down's Syndrome subjects from birth to early adulthood. Investigates a wide range of factors, including; abilities; behaviour; discipline; and independence. Also looks at effects on the family, and provision of services.
Development and disability
- Author:
- LEWIS Vicky
- Publisher:
- Blackwell
- Publication year:
- 2003
- Pagination:
- 454p.,bibliog.
- Place of publication:
- Oxford
- Edition:
- 2nd
The author reviews research on the development of blind children, deaf children, and children with spina bifida, cerebral palsy, Down's syndrome and autism. In addition, she includes research on children with developmental co-ordination disorder. For each disability, the author provides background information on the nature of the disability, assessment, incidence, and causal factors. She then summarises what is known about the effect of each disability on the development of motor skills, perception, cognition, communication, emotion and social skills. Finally, the practical and theoretical implications of the experimental findings are examined.
Children in need of special care
- Author:
- WEIHS Thomas J
- Publisher:
- Souvenir Press
- Publication year:
- 2000
- Pagination:
- 152p.,list of orgs.,bibliog.
- Place of publication:
- London
- Edition:
- Rev. ed.
Examines various types of learning and developmental disabilities within the context of a theory of child development. After a general review of developmental disturbance and communication disorders, goes on to discuss the special needs of children with autism, Down's syndrome, epilepsy, fragile X syndrome, emotional deprivation, cerebral palsy, and hyperactivity. Ends with a consideration of the disabled child's needs within the family and social environment.