scholarly journals PROGRAM INTERVENSI PENGEMBANGAN KECAKAPAN BERBICARA ANAK DOWN SYNDROME

2016 ◽  
Vol 13 (2) ◽  
pp. 288
Author(s):  
Lely Kurniawati ◽  
Zaenal Alimin ◽  
Pudji Asri
Keyword(s):  
Down Syndrome ◽  
Mixed Methods ◽  
Speech Intelligibility ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Speech Development ◽  
Intervention Programs ◽  
Children With Down Syndrome ◽  
Development Of Language

Speech and language is an initial capability to be owned subsidiaries as capital to be able to interact and communicate. Intervention is given to those who experience barriers to development including speech development of language in children with Down syndrome. This study aims to formulate intervention programs in accordance with the development and needs of children with Down syndrome. This study to determine the speech development in children with down syndrome and the efforts that have been undertaken to help develop their speaking skills. This study used mixed methods with sequential exploratory design, which is a design study that combines qualitative and quantitative research gradually. Results from this study showed that the ability to speak the child is still limited to the pronunciation of the word without any specialhandling. The program consists of interventions designed aspects of understanding of the vocabulary, syntax and schematically drawn based on the child's development. The results of the implementation of this program showed improvement in the children speak a few words. This program can be implemented in teaching and learning in the classroom. More attention in children can help children with Down syndrome improve speaking ability.Keywords: intervention program, speech intelligibility, down syndrome, mixed methods

scholarly journals PROGRAM INTERVENSI PENGEMBANGAN KECAKAPAN BERBICARA ANAK DOWN SYNDROME

2015 ◽  
Vol 13 (3) ◽  
pp. 195
Author(s):  
Leli Kurniawati
Keyword(s):  
Down Syndrome ◽  
Mixed Methods ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Speech Development ◽  
Intervention Programs ◽  
Design Study ◽  
Children With Down Syndrome ◽  
Qualitative And Quantitative ◽  
Development Of Language

Kemampuan berbicara dan berbahasa merupakan kemampuan awal yang harus dimiliki anak sebagai modal untuk dapat berinteraksi dan berkomunikasi. Intervensi diberikan bagi mereka yang mengalami hambatan dalam perkembangan termasuk perkembangan bicara bahasa pada anak down syndrome. Penelitian ini bertujuan untuk merumuskan program intervensi yang sesuai dengan perkembangan dan kebutuhan anak down syndrome. Penelitian ini untuk mengetahui perkembangan bicara pada anak down syndrome serta upaya yang telah dilakukan untuk membantu mengembangkan kemampuan berbicara mereka. Penelitian ini menggunakan metode campuran (mixed methods) dengan desain sequential exploratory, yakni sebuah desain penelitian yang menggabungkan penelitian kualitatif dan kuantitatif secara bertahap. Hasil dari penelitian ini menunjukan bahwa kemampuan berbicara anak masih terbatas pada pengucapan satu kata tanpa adanya penangangan khusus. Program intervensi yang dirancang terdiri dari aspek pemahaman kosakata, sintaksis dan sematis yang disusun berdasarkan perkembangan anak. Hasil dari pelaksanaan program ini menunjukan peningkatan bicara anak pada beberapa kata. Program ini dapat dilaksanakan dalam proses belajar mengajar di kelas. Perhatian yang lebih pada anak dapat membantu anak down syndrome meningkatkan kemampuan berbicaranya. interact and communicate. Intervention is given to those who experience barriers to development including speech development of language in children with Down syndrome. This study aims to formulate intervention programs in accordance with the development and needs of children with Down syndrome. This study to determine the speech development in children with down syndrome and the efforts that have been undertaken to help develop their speaking skills. This study used mixed methods with sequential exploratory design, which is a design study that combines qualitative and quantitative research gradually. Results from this study showed that the ability to speak the child is still limited to the pronunciation of the word without any special handling. The program consists of interventions designed aspects of understanding of the vocabulary, syntax and schematically drawn based on the child’s development. The results of the implementation of this program showed improvement in the children speak a few words. This program can be implemented in teaching and learning in the classroom. More attention in children can help children with Down syndrome improve speaking ability

scholarly journals Factors associated with intelligence in young children with Down syndrome

2012 ◽  
Vol 52 (4) ◽  
pp. 194
Author(s):  
Frieda Handayani Kawanto ◽  
Soedjatmiko Soedjatmiko ◽  
Aryono Hendarto
Keyword(s):  
Down Syndrome ◽  
Young Children ◽  
Intervention Program ◽  
Body Height ◽  
Poverty Line ◽  
Intervention Programs ◽  
Cross Sectional ◽  
Children With Down Syndrome ◽  
Factors Associated ◽  
Iq Tests

Introduction Despite the considerable number of children withDo\Vll syndrome in Indonesia, there is little data available on thesuccess of intervention programs. This study was performed todefine factors affecting the intelligence of young children withDo\Vll syndrome.Objective To determine factors associated Mth lower intelligencein children with Down syndrome, including growth parametersand participation in intervention programs.Methods This cross􀁃sectional study was undertaken fromDecember 2010 to March 2011. Subjects were 60 childrenwith Down syndrome aged 2􀁃6 years who were enrolled inan intervention program at both the Medical RehabilitationDepartment, Cipto Mangunkusumo Hospital, and the Growthand Development Clinic, Harapan Kita Women's and Children'sHospital. Parents' data was obtained through self history􀁃takingand perusal of medical records. Subjects' anthropometricdata (body weight, body height, and head circumference) wasobtained through measurements using calibrated instruments.A psychologist administered IQ tests on the subjects. Results ofthe anthropometric and IQ tests were given to parents one weekfollowing the examinations.Results From the 111 children with Down syndromeregistered in the intervention programs, 60 children (36boys and 24 girls) met the inclusion criteria. The mean ageof subjects was 4 years 6 months. Most subjects were well􀁃nourished. Fifty􀁃five subjects had microcephaly. Eighty􀁃twopercent of subjects participated in the program regularly and70% of subjects had started in the program at less than 1 yearof age. Subjects' mean IQ was 52.8. Analysis showed thatgirls, subjects who were overweight and obese, subjects withmicrocephaly, those with irregular attendance in the program,and those living under the poverty line were at highest riskfor severe mental retardation.Conclusion Factors associated v.ith the intelligence in childrenwith Down syndrome were female gender, overweight/obesity, severe microcephaly, below􀁃poverty line economic status, andirregular participation in the program. [Paediatr Indones.2012;52:194-9].

Parents’ Perceptions of Motor Interventions for Infants and Toddlers with Down Syndrome

2002 ◽  
Vol 19 (2) ◽  
pp. 199-219 ◽  
Author(s):  
L. Kristi Sayers ◽  
Jo E. Cowden ◽  
Claudine Sherrill
Keyword(s):  
Down Syndrome ◽  
Motor Development ◽  
Intervention Program ◽  
Qualitative Content Analysis ◽  
Evaluation Research ◽  
Participatory Evaluation ◽  
Intervention Programs ◽  
Infants And Toddlers ◽  
Children With Down Syndrome ◽  
Home Based

The purpose of the study was to analyze parents’ perceptions of their participation in a university-directed, parent-implemented, home-based pediatric strength intervention program as (a) one approach to evaluating the effectiveness of a program conducted over a 4-year period with families of infants and toddlers with Down syndrome and (b) a means of deriving guidelines for future early intervention programs. Participants were 22 parents from 11 families of children with Down syndrome; the children ranged in age from 6 to 42 months. Participatory evaluation research, semistructured audio recorded home interviews, and qualitative content analysis were used. The results indicated that the parents (a) perceived themselves as being empowered to implement the program, (b) perceived their expectations about improved motor development of their children had been met, and (c) perceived the program was worthwhile. The parents’ perceptions provided meaningful evaluation data that enabled the development of guidelines for future pediatric strength intervention programs.

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.

A Mixed Methods Study of Relationship Satisfaction in Parents of Children With Down Syndrome

2021 ◽  
pp. 0192513X2110598
Author(s):  
Kristen Krueger ◽  
Paige Alexander ◽  
Meghan Dyster ◽  
Robert Steele ◽  
Briana S. Nelson Goff ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Mixed Methods ◽  
Relationship Satisfaction ◽  
National Sample ◽  
Mixed Methods Study ◽  
Future Research ◽  
Negative Effects ◽  
Children With Down Syndrome ◽  
Parental Relationship ◽  
And Coping

Much of the research on parents of children with intellectual and developmental disabilities (IDD) has focused on the negative effects on the couple relationship. The current study contributes to the understanding of parental relationship satisfaction in a sample of parents of children with Down syndrome (DS), through a mixed methods study that included data from a large national sample. Parents of children with DS were divided into two groups based on high and low relationship satisfaction scores, with quantitative and qualitative data analyses comparing these two groups. Results indicated differences between high relationship satisfaction and low relationship satisfaction groups on measures of hope, life satisfaction, and coping scores. Qualitative results also indicated group differences. Future research and implications for professionals working with parents of children with DS and other IDD diagnoses should include understanding the unique factors that affect interpersonal functioning.

scholarly journals As contribuições do lúdico no processo de desenvolvimento das crianças com Síndrome de Down na educação infantil

Horizontes ◽  
2015 ◽  
Vol 33 (2) ◽  
Author(s):  
Rosana Carla Cintra ◽  
Elaine Cristina Veiga ◽  
Allyne Nunes Oliveira
Keyword(s):  
Early Childhood ◽  
Down Syndrome ◽  
Early Childhood Education ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Dance Music ◽  
Music Theater ◽  
Children With Down Syndrome ◽  
Childhood Education ◽  
Methodological Bias

ResumoO presente estudo tem por objetivo analisar os subsídios da ludicidade no processo de ensino e aprendizagem de crianças com Síndrome de Down, com enfoque principal nas contribuições da dança. Uma das melhores formas de estimulação para as crianças com síndrome de Down é através das atividades e brincadeiras lúdicas que envolvam as diversas linguagens artísticas como a dança, a música, o teatro e o movimento. A inclusão na rede de ensino é um direito da pessoa com deficiência, sendo assegurado por meio da Lei nº 7.853/89, que decreta a obrigatoriedade do fornecimento de vagas na rede regular de ensino para crianças deficientes. Para tanto adotamos a abordagem qualitativa com levantamento bibliográfico, utilizando como base teórica os autores Vygotsky (2001), Silva (2005), Coutinho (2001) e o Referencial Curricular para a Educação Infantil (1998), tendo como viés teórico-metodológico a perspectiva histórico-cultural. A partir da pesquisa realizada concluímos que a inclusão e o desenvolvimento de crianças com síndrome de Down é de suma importância em ambientes lúdicos, sendo possível trabalhar atividades que estimule seu desenvolvimento de forma prazerosa, sem sercansativo para a mesma e ao mesmo tempo estimulando sua autonomia.Palavras-chave: educação inclusiva; Síndrome de Down; educação infantil.The contributions of ludic in development of children with down syndrome in early childhood educationAbstractThis study aims to analyze the playfulness of subsidies in the teaching and learning of children with Down syndrome, with main focus on dance contributions. One of the best forms of stimulation for children with Down syndrome is through the activities and playful banter involving the variety of artistic expressions such as dance, music, theater and movement. The inclusion in the school system is a right of people with disabilities, being carried out by way of Law No. 7,853 / 89 decrees the mandatory supply of vacancies in mainstream education for disabled children. For both, we chose a qualitative research with literature, using as theoretical basis the authors Vygotsky (2001), Silva (2005), Coutinho (2001) and the Curriculum Reference for Early Childhood Education (1998), with the theoretical and methodological bias in cultural-historical perspective. The survey led us to conclude that the inclusion and the development of children with Down syndrome is of paramount importance in recreational environments, and can work activities that stimulate their development in a pleasant way, without being tiring for the same and at the same time stimulating their autonomy.Keywords: inclusive education; Down's Syndrome; early childhood education.

scholarly journals Music, Dance and Song About Tooth Brushing in The Improvement of Knowledge, Teaching Practices and Dental Cleaning Status Mouth in Children Down Syndrom in SLB Kota Tasikmalaya

2019 ◽  
Vol 6 (2) ◽  
pp. 157-162
Author(s):  
Rena Setiana Primawati ◽  
Sri Susilawati ◽  
Hadyana Sukandar
Keyword(s):  
Down Syndrome ◽  
Health Education ◽  
Quantitative Research ◽  
Learning Experience ◽  
Dental Health ◽  
Tooth Brushing ◽  
Wilcoxon Test ◽  
Homogeneity Test ◽  
Special Needs Children ◽  
Children With Down Syndrome

Music, dance and tooth brushing songs (MUTALAGI) given to children with Down syndrome is a modified dental and oral health education effort that aims to increase knowledge, practice brushing and dental and oral hygiene status. Dental health education using music, dance and songs can provide a deeper message and provide a better learning experience for children with Down syndrome. This study uses a mixed method design with a Sequential Exploratory strategy where researchers use two stages, namely qualitative research to conduct group interviews focused on parents of down syndrome children as the basis for making instruments. Media made by researchers was assessed by 12 experts consists of two music and dance experts, two media experts, two dental health education experts, two child dental health experts and two experts with special needs children. Quantitative research was conducted to test the media for 26 down syndrome children using the one group pretest and posttest approach and tested statistically using the Wilcoxon test, Marginal Homogeneity test and Binomial test.The results showed that music, dance and tooth brushing songs for Down Syndromic children were suitable for use in dental health education, and the results of statistical analysis showed a significant increase in knowledge scores, teeth brushing practices and oral and dental hygiene status before and after treatment, i.e. p 0.001.

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