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 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

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.

Joint displays for qualitative-quantitative synthesis in mixed methods reviews

2021 ◽  
pp. 263208432098437
Author(s):  
Ahtisham Younas ◽  
Shahzad Inayat ◽  
Amara Sundus
Keyword(s):  
Mixed Methods ◽  
Nursing Students ◽  
Quantitative Research ◽  
Practice Research ◽  
Quantitative Evidence ◽  
Qualitative And Quantitative ◽  
Quantitative Synthesis ◽  
Research Findings ◽  
Excellent Method ◽  
Levels Of Integration

Mixed methods reviews offer an excellent approach to synthesizing qualitative and quantitative evidence to generate more robust implications for practice, research, and policymaking. There are limited guidance and practical examples concerning the methods for adequately synthesizing qualitative and quantitative research findings in mixed reviews. This paper aims to illustrate the application and use of joint displays for qualitative and quantitative synthesis in mixed methods reviews. We used joint displays to synthesize and integrate qualitative and quantitative research findings in a segregated mixed methods review about male nursing students' challenges and experiences. In total, 36 qualitative, six quantitative, and one mixed-methods study was appraised and synthesized in the review. First, the qualitative and quantitative findings were analyzed and synthesized separately. The synthesized findings were integrated through tabular and visual joint displays at two levels of integration. At the first level, a statistics theme display was developed to compare the synthesized qualitative and quantitative findings and the number of studies from which the findings were generated. At the second level, the synthesized qualitative and quantitative findings supported by each other were integrated to identify confirmed, discordant, and expanded inferences using generalizing theme display. The use of two displays allowed in a robust and comprehensive synthesis of studies. Joint displays could serve as an excellent method for rigorous and transparent synthesis of qualitative and quantitative findings and the generation of adequate and relevant inferences in mixed methods reviews.

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.

Article Commentary: Mixed Methods in Visitor Studies Research

2000 ◽  
Vol 5 (1) ◽  
pp. 45-52 ◽  
Author(s):  
Steven S. Yalowitz ◽  
Marcella D. Wells
Keyword(s):  
Mixed Methods ◽  
Research Methods ◽  
Quantitative Research ◽  
Quantitative Methods ◽  
Visitor Studies ◽  
Quantitative Research Methods ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Advantages And Disadvantages ◽  
Research Studies

In visitor studies, there has been some debate about the use of qualitative versus quantitative research methods. Many evaluators understand the advantages and disadvantages of both methods, but deciding on the most appropriate method can still be problematic. This article summarizes the tenets of both qualitative and quantitative methods and provides examples of visitor studies for each. It also reviews several research studies that have successfully used mixed methods to evaluate visitors.

scholarly journals Bricolage research in history education as a scholarly mixed-methods design

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Heather Sharp
Keyword(s):  
Qualitative Research ◽  
Mixed Methods ◽  
Quantitative Research ◽  
Quantitative Methods ◽  
History Education ◽  
Data Gathering ◽  
Mixed Methods Design ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Discipline Area

Research using a mixed-methods design is increasingly becoming the norm, crossing the myriad of educational fields of research, including history education. While commonly interpreted as a combining of qualitative and quantitative methods, mixed methods in history education can also extend to a bricolage approach, whereby the epistemological aspect of research is explicitly used to frame a study incorporating a combination of interdisciplinary methodologies and theoretical underpinnings. It extends beyond the often asserted binary of qualitative and quantitative research. In considering directions of qualitative research in the broad discipline area of education, the work of researchers such as Kincheloe (2005) and Denzin and Lincoln (2005) is used throughout this paper within a qualitative research context based on the work of Kincheloe and Tobin (2006). Adopting their approach of investigating the complexity of the lived world means placing research within a number of contexts. Research can be framed – from conceptualization to data gathering to analysis – in a range of contexts, appropriately matched between stage of research and underpinning theories. This paper reports on how bricolage can be used to frame research in history education.

Moving from Tension to Texture

2016 ◽  
pp. 28-38
Author(s):  
Preston B. Cosgrove ◽  
Peter M. Jonas
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Quantitative Research ◽  
Research Question ◽  
Critical Role ◽  
Research Paradigm ◽  
Qualitative And Quantitative ◽  
Research Paradigms ◽  
Puzzle Box

Much like a jigsaw puzzle box top guides one in how to connect the pieces, an individual's research paradigm operates as a conscious or subconscious influence in conducting a research project. This chapter starts by making the argument for the critical role of research paradigms before moving into a thorough investigation of the paradigmatic origins of the qualitative-quantitative “debate.” While mixed-methods research is often seen as the mediator in the dispute, the authors then articulate four broad ways in which mixed methods research addresses the paradigm divide at the heart of qualitative and quantitative research. The result is paradigmatically complex, but offers researchers flexibility as they seek to address their research question.

Implications of Mixing Methods

2020 ◽  
pp. 1-24
Author(s):  
Preston B. Cosgrove
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Quantitative Research ◽  
Research Paradigm ◽  
Jigsaw Puzzle ◽  
Research Project ◽  
Qualitative And Quantitative ◽  
Essential Component ◽  
Puzzle Box

Much like a jigsaw puzzle box top guides one in how to connect the pieces, a research paradigm operates as a conscious or subconscious influence in conducting a research project. The promise—and challenge—of mixed methods research is that it involves the use of two box tops, and this chapter discusses the subsequent implications on the researcher. The first effect is through the need to balance the paradigmatic distinctives, requiring the researcher to identify one of four broad ways to address the paradigm divide at the heart of qualitative and quantitative research. The second effect is through the need to balance the validation distinctives. Making research credible is an essential component of any study, and the issues magnify given the stark differences between qualitative and quantitative validity orientations. Both implications reveal the level of sophistication required for the researcher when conducting a mixed methods project.

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].

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