Oral Stereognosis Ability Among Boy Students with Down Syndrome with Mental Age 3 to 5 years Old under Special Education

2013 ◽  
Vol 10 (2) ◽  
pp. 811-815 ◽  
Author(s):  
Hashem Shemshadi ◽  
Mohammad Majid Oryadi Zanjani ◽  
Maryam Vahab ◽  
Masoud Karimloo ◽  
Lilli Hayati ◽  
...  
Keyword(s):  
Special Education ◽  
Down Syndrome ◽  
Mental Age

scholarly journals Inhibitory Dimensions and Delay of Gratification: A Comparative Study on Individuals with Down Syndrome and Typically Developing Children

2021 ◽  
Vol 11 (5) ◽  
pp. 636
Author(s):  
Martina Fontana ◽  
Maria Carmen Usai ◽  
Sandra Pellizzoni ◽  
Maria Chiara Passolunghi
Keyword(s):  
Down Syndrome ◽  
Response Inhibition ◽  
Interference Suppression ◽  
Delay Of Gratification ◽  
Evidence Based ◽  
Typically Developing ◽  
Older Individuals ◽  
Typically Developing Children ◽  
Mental Age ◽  
Two Samples

While previous research on inhibition in people with Down syndrome (DS) reported contradictory results, with no explicit theoretical model, on the other hand, a more homogeneous impaired profile on the delay of gratification skills emerged. The main goal of the present study was to investigate response inhibition, interference suppression, and delay of gratification in 51 individuals with DS matched for a measure of mental age (MA) with 71 typically developing (TD) children. Moreover, we cross-sectionally explored the strengths and weaknesses of these components in children and adolescents vs. adults with DS with the same MA. A battery of laboratory tasks tapping on inhibitory sub-components and delay of gratification was administrated. Results indicated that individuals with DS showed an overall worse performance compared to TD children on response inhibition and delay of gratification, while no differences emerged between the two samples on the interference suppression. Additionally, our results suggested that older individuals with DS outperformed the younger ones both in response inhibition and in the delay of gratification, whereas the interference suppression still remains impaired in adulthood. This study highlights the importance of evaluating inhibitory sub-components considering both MA and chronological age in order to promote more effective and evidence-based training for this population.

scholarly journals A Multi-Method Investigation of Pragmatic Development in Individuals With Down Syndrome

2017 ◽  
Vol 122 (4) ◽  
pp. 289-309 ◽  
Author(s):  
Michelle Lee ◽  
Lauren Bush ◽  
Gary E. Martin ◽  
Jamie Barstein ◽  
Nell Maltman ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Executive Function ◽  
Theory Of Mind ◽  
Parent Report ◽  
Standardized Assessments ◽  
Pragmatic Competence ◽  
Pragmatic Language ◽  
Expressive Vocabulary ◽  
Pragmatic Development ◽  
Mental Age

Abstract This longitudinal study examined pragmatic language in boys and girls with Down syndrome (DS) at up to three time points, using parent report, standardized and direct assessments. We also explored relationships among theory of mind, executive function, nonverbal mental age, receptive and expressive vocabulary, grammatical complexity, and pragmatic competence. Controlling for cognitive and language abilities, children with DS demonstrated greater difficulty than younger typically developing controls on parent report and standardized assessments, but only girls with DS differed on direct assessments. Further, pragmatic skills of individuals with DS developed at a delayed rate relative to controls. Some sex-specific patterns of pragmatic impairments emerged. Theory of mind and executive function both correlated with pragmatic competence. Clinical and theoretical implications are discussed.

Adults with Down Syndrome Benefit from Visual Instructions for Spatial-Temporal Aspects of Drumming

2006 ◽  
Vol 23 (1) ◽  
pp. 78-93 ◽  
Author(s):  
Shannon D. Ringenbach ◽  
Anna Balp-Riera
Keyword(s):  
Down Syndrome ◽  
The Other ◽  
Chronological Age ◽  
Mental Age ◽  
Temporal Aspects ◽  
Temporal Measures ◽  
Visual Instructions

Ten adults with Down syndrome (DS), 10 mental age-matched, and 10 chronological age-matched participants drummed continuously with both hands for 10 s in response to verbal in-phase (”up,” “down”) and anti-phase (”left,” “right”), visual in-phase (video of both drumsticks moving up and down together) and anti-phase (video of the left, then right drumstick hitting each drum), and auditory in-phase (sound of both drums being hit, then cymbal being hit) and anti-phase (sound of one drum being hit, then the other drum being hit) instructions. Timing and coordination consistency were similar for in-phase and anti-phase drumming for adults with DS, whereas in-phase was more consistent than anti-phase drumming for CA. In addition, spatial-temporal measures showed performance advantages when using visual instructions.

Attention allocation to facial expressions of emotion among persons with Williams and Down syndromes

2016 ◽  
Vol 29 (4) ◽  
pp. 1189-1197 ◽  
Author(s):  
Karen J. Goldman ◽  
Cory Shulman ◽  
Yair Bar-Haim ◽  
Rany Abend ◽  
Jacob A. Burack
Keyword(s):  
Down Syndrome ◽  
Facial Expressions ◽  
Williams Syndrome ◽  
Attention Capture ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Social Approach ◽  
Mental Age ◽  
Williams Syndrome Group ◽  
Facial Expressions Of Emotion

AbstractIndividuals with Williams syndrome and those with Down syndrome are both characterized by heightened social interest, although the manifestation is not always similar. Using a dot-probe task, we examined one possible source of difference: allocation of attention to facial expressions of emotion. Thirteen individuals with Williams syndrome (mean age = 19.2 years, range = 10–28.6), 20 with Down syndrome (mean age = 18.8 years, range = 12.1–26.3), and 19 typically developing children participated. The groups were matched for mental age (mean = 5.8 years). None of the groups displayed a bias to angry faces. The participants with Williams syndrome showed a selective bias toward happy faces, whereas the participants with Down syndrome behaved similarly to the typically developing participants with no such bias. Homogeneity in the direction of bias was markedly highest in the Williams syndrome group whose bias appeared to result from enhanced attention capture. They appeared to rapidly and selectively allocate attention toward positive facial expressions. The complexity of social approach behavior and the need to explore other aspects of cognition that may be implicated in this behavior in both syndromes is discussed.

scholarly journals Perceptions of Fathers and Special Education Teachers Concerning Oral Health of Children with Down Syndrome: A Qualitative Approach

2020 ◽  
Author(s):  
FARIS ALGAHTANI
Keyword(s):  
Special Education ◽  
Down Syndrome ◽  
Oral Health ◽  
Special Education Teachers ◽  
Willingness To Participate ◽  
Children With Down Syndrome ◽  
Study Results ◽  
Role Of Parents ◽  
Lack Of Knowledge

Abstract Aim The aim of this qualitative study was to explore the role of parents of children with Down syndrome (DS) and the role of special education teachers in creating and maintaining oral health behaviors in children with (DS) in primary school in Jeddah. Methods The information was collected through semi-structured interviews with 45 participants, 18 parents and 27 teachers. All interviews conducted in Arabic, then transcription in English, general thematic analysis was adopted in this study. Results A number of barriers related to maintaining good oral health for children are mentioned due to: Saudi lifestyle, routine and cultural standards. Moreover, there was a lack of knowledge related to promoting oral health and children's demand to brush their teeth. A preventable visit to the dentist was not necessary according to the participants, as it was required only when seeking treatment. The teachers agreed on the importance of having a school program to promote oral health and expressed willingness to participate in it; however, they also expressed their lack of knowledge about promoting it. This study concluded that Jeddah residents are keen to maintain the health of their children but do not know the correct ways to do this; moreover, they have some concern about doing so. A number of interventions are needed to improve children's oral health; these interventions need to target parents, teachers and children.Conclusion: the participants showed oral health was something they valued, and confidence for educating children and improving their oral health was low.

scholarly journals Caregiver Report of Executive Functioning in a Population-Based Sample of Young Children With Down Syndrome

2011 ◽  
Vol 116 (4) ◽  
pp. 290-304 ◽  
Author(s):  
Nancy Raitano Lee ◽  
Deborah J. Fidler ◽  
Audrey Blakeley-Smith ◽  
Lisa Daunhauer ◽  
Cordelia Robinson ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Executive Function ◽  
Young Children ◽  
Population Based ◽  
Specific Pattern ◽  
Older Individuals ◽  
Children With Down Syndrome ◽  
Mental Age ◽  
Behavior Rating Inventory ◽  
Caregiver Report

Abstract The current study describes everyday executive function (EF) profiles in young children with Down syndrome. Caregivers of children with Down syndrome (n  =  26; chronological ages  =  4–10 years; mental ages  =  2–4 years) completed the Behavior Rating Inventory of Executive Function—Preschool (BRIEF-P; G. A. Gioia, K. A. Espy, & P. K. Isquith, 2003), a caregiver report measure of everyday/functional EF skills in multiple domains. On the BRIEF-P, elevations were noted on a global EF composite as well as the Working Memory and Plan/Organize scales in particular (relative to norms developed for typically developing children of a similar mental age). These results suggest a specific pattern of EF weaknesses in young children with Down syndrome, consistent with the extant literature that has focused primarily on older individuals who have been tested using laboratory EF tasks.

scholarly journals Reading Profiles in Adolescents with Fragile X Syndrome and Down Syndrome

2017 ◽  
Vol 33 (3) ◽  
pp. 660
Author(s):  
Anibal Puente ◽  
Jesús M. Alvarado ◽  
Virginia Jiménez ◽  
Lourdes Martínez
Keyword(s):  
Down Syndrome ◽  
Fragile X Syndrome ◽  
Reading Skills ◽  
Fragile X ◽  
Reading Performance ◽  
Reading Level ◽  
Reading Tests ◽  
Verbal Skills ◽  
Mental Age ◽  
Basic Reading Skills

<p>Fragile X Syndrome (FXS) and Down Syndrome (DS) read better than expected for their mental age. We have measured three basic reading skills (word recognition, phonological awareness, and reading comprehension), and two standard intellectual and verbal measures: the McCarthy Scales of Children’s Abilities and Peabody Picture Vocabulary Tests. The tests were applied to 16 adolescents classified as FXS (<em>M</em> = 14.74 years old, <em>SD</em> = 4.03) and 16 adolescents classified as DS (<em>M</em> = 15.59 years old, <em>SD</em> = 2.35). For comparison purposes, the reading tests were also applied to a typical develop group of 70 children aged between 4.8 and 7.0 years (<em>M</em> = 6.11, <em>SD</em> = 0.71).  Children with DS and FXS exhibited verbal skills superior to their cognitive development, especially in the FXS group. In reading performance, FXS showed a reading level corresponding to 5/6 their age, and for SD 6/7 of the equivalent reading age, however, both groups exhibited a similar reading performance in the three reading skills measured, when nonverbal mental age was controlled.</p>

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