The Importance of Sleep: Attentional Problems in School-Aged Children With Down Syndrome and Williams Syndrome

2014 ◽  
Vol 13 (6) ◽  
pp. 455-471 ◽  
Author(s):  
Anna Ashworth ◽  
Catherine M. Hill ◽  
Annette Karmiloff-Smith ◽  
Dagmara Dimitriou
Keyword(s):  
Down Syndrome ◽  
Williams Syndrome ◽  
Children With Down Syndrome ◽  
School Aged Children

Pathways to language: a naturalistic study of children with Williams syndrome and children with Down syndrome

2012 ◽  
Vol 40 (1) ◽  
pp. 106-138 ◽  
Author(s):  
YONATA LEVY ◽  
ARIELA EILAM
Keyword(s):  
Down Syndrome ◽  
Data Collection ◽  
Williams Syndrome ◽  
Language Delay ◽  
Typically Developing ◽  
Naturalistic Study ◽  
Children With Down Syndrome ◽  
Network Properties ◽  
Development Of Language ◽  
Language Onset

ABSTRACTThis is a naturalistic study of the development of language in Hebrew-speaking children with Williams syndrome (WS) and children with Down syndrome (DS), whose MLU extended from 1·0 to 4·4. Developmental curves over the entire span of data collection revealed minor differences between children with WS, children with DS, and typically developing (TD) controls of similar MLU. Development within one calendar year showed remarkable synchrony among the variables. However, age of language onset and pace of acquisition departed significantly from normal timing. It is argued that in view of the centrality of genetic timing and the network properties of cognition, normal schedules are crucial determinants of intact development. Consequently, with respect to neurodevelopmental syndromes, the so-called ‘language delay’ is indicative of deviance that is likely to impact development in critical ways.

Overview of Health Issues in School-aged Children with Down Syndrome

2010 ◽  
pp. 67-106 ◽  
Author(s):  
Kelly Thomas ◽  
Sonya Girdler ◽  
Jenny Bourke ◽  
Aditya Deshpande ◽  
Katherine Bathgate ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Health Issues ◽  
Children With Down Syndrome ◽  
School Aged Children

scholarly journals The Home Learning Environment of Primary School Children with Down Syndrome and those with Williams Syndrome

2021 ◽  
Vol 11 (6) ◽  
pp. 733
Author(s):  
Erica Ranzato ◽  
Andrew Tolmie ◽  
Jo Van Herwegen
Keyword(s):  
Down Syndrome ◽  
Learning Environment ◽  
Williams Syndrome ◽  
School Children ◽  
Learning Activities ◽  
Primary School Children ◽  
Home Learning Environment ◽  
Children With Down Syndrome ◽  
Home Learning ◽  
And Mathematics

Background and aims: Research on typically developing (TD) populations has shown that the home learning environment plays a significant role in cognitive development and learning, but very little is known about the home learning environment of children with Down syndrome (DS) or children with Williams syndrome (WS). The present study examined and compared, for the first time, the home learning environment of children diagnosed with DS and children diagnosed with WS to investigate whether different cognitive profiles were reflected in their home literacy and number experiences. Methods and procedures: Quantitative and qualitative data were collected through a web-based survey from 58 parents and one foster parent of primary school children with DS (n = 35) and WS (n = 24) mostly based in the UK. The survey targeted the children’s general level of functioning and academic skills; type, format, and frequency of home learning activities; parents’ expectations for their child’s academic outcomes; parents’ attitudes towards literacy and mathematics; children’s interest towards mathematics; and the use of technology to support home learning activities. Outcomes and results: Our results showed that, overall, the home learning environment of children with DS and children with WS were similar but changed based on the child’s cognitive profile. Comparative analyses showed that parents of children with DS engaged more often in activities supporting counting than parents of children with WS, despite both groups reporting difficulties with this skill. Moreover, our results indicated that literacy-based activities occurred more often than mathematics-based activities and that the home numeracy environment was characterized by activities supporting different mathematical skills such as counting, arithmetic, and numeracy. Parents in both groups engaged with their child in both formal and informal literacy and mathematics-based activities, but informal activities occurred more often when supporting counting and number recognition skills. Conclusions and implications: The current study provides evidence that the home learning environment of children with DS and children with WS include different literacy- and mathematics-based activities and that the home learning environment changes on the basis of the child’s strengths and weaknesses. The findings are discussed in relation to previous studies and the impact on parental interventions.

scholarly journals Functional Skills in Self-Care, Mobility, and Communication in 211 School Aged Children with Down Syndrome in Western Australia

1999 ◽  
Vol 45 (4, Part 2 of 2) ◽  
pp. 15A-15A
Author(s):  
Seonaid Leonard ◽  
Michael E Msall ◽  
Carol Bower ◽  
Helen Leonard ◽  
Michelle R Tremont ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Western Australia ◽  
Self Care ◽  
Functional Skills ◽  
Children With Down Syndrome ◽  
School Aged Children

Personal narrative skills of school-aged children with Down syndrome

2011 ◽  
Vol 47 (1) ◽  
pp. 95-105 ◽  
Author(s):  
Anne Katherine van Bysterveldt ◽  
Marleen Frederike Westerveld ◽  
Gail Gillon ◽  
Susan Foster-Cohen
Keyword(s):  
Down Syndrome ◽  
Personal Narrative ◽  
Children With Down Syndrome ◽  
School Aged Children ◽  
Narrative Skills
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