Maternal Question-Asking Behavior to Taiwanese Children with down Syndrome and with No Disability

2001 ◽  
Vol 88 (2) ◽  
pp. 501-504 ◽  
Author(s):  
Su-Fen Huang ◽  
Manabu Oi
Keyword(s):  
Down Syndrome ◽  
Free Play ◽  
Question Asking ◽  
Children With Down Syndrome ◽  
Different Types ◽  
Meal Time ◽  
At Home

To study maternal question-asking of Taiwanese children during free play and at meal time each mother-child dyad was videotaped at home. The mothers of children with Down syndrome asked more questions across different types of question during free play, at meal time, and for the sum of these two. Although no group difference was found for producing each type of question during free play, these 20 mothers asked more directive questions at meal time. Combined conditions analysis showed they used more directive questions and fewer requests for clarification than the 20 mothers of children with no disability.

Maternal Question-Asking of Japanese Children with down Syndrome and with No Disability

2001 ◽  
Vol 88 (3_suppl) ◽  
pp. 1096-1098 ◽  
Author(s):  
Su-Fen Huang ◽  
Manabu Oi
Keyword(s):  
Down Syndrome ◽  
Free Play ◽  
Japanese Children ◽  
Question Asking ◽  
Children With Down Syndrome ◽  
Meal Time ◽  
At Home

In an extension of maternal question-asking to Japanese children during free play and at meal time each of 20 mother-child dyads was videotaped at home. The mothers of children with Down syndrome asked more questions during free play, at meal time, and for the sum of these two. Also, they produced more requests for information during free play and for combined conditions and fewer clarification requests during free play. The results were compared to those of the previous study of Taiwanese mothers.

scholarly journals Alternative Augmentative Communication "Wofal" for Children with Down Syndrome

2021 ◽  
Vol 8 (02) ◽  
pp. 361-366
Author(s):  
Yuli Sari ◽  
Rini Lestari ◽  
Neneng Komalasari
Keyword(s):  
Down Syndrome ◽  
Augmentative Communication ◽  
Daily Activities ◽  
Children With Down Syndrome ◽  
Communication Problems ◽  
The Subject ◽  
At Home

This research is motivated by the existence of communication problems in children with Down syndrome. Communication problems on the subject are related to the use of language in their environment. The data obtained from the subject's parents, teachers and tutors experienced problems in expressing their own desires. The purpose of this study is to help subjects communicate with their environment. Communication uses tools that are made based on the needs and abilities of the current subject. The tool created is called "Wofal". This tool is in the form of modified images with an attractive shape and easy to use subjects. The first stage of using the tool introduces the images that the subject will use in communicating. Second, the subject was asked to stick to his wishes and choose an image. The picture consists of the subjects' daily activities at home and at school. After intervention to the subject, the results were obtained. According to teachers, parents and tutors, this tool makes it easier for subjects to communicate. Usually teachers, tutors and parents do not understand what the subject wants. After this tool the crying behavior of the subject became less. So, this tool makes it easier for subjects to communicate in their environment.

Interactions of fathers and their children with autism1

2008 ◽  
Vol 39 (1) ◽  
pp. 35-41 ◽  
Author(s):  
Ewa Pisula
Keyword(s):  
Down Syndrome ◽  
Developmental Disorders ◽  
Close Contact ◽  
Children With Autism ◽  
Free Play ◽  
The Other ◽  
Physical Contact ◽  
Children With Down Syndrome ◽  
Child Interaction ◽  
Play Session

Interactions of fathers and their children with autism1 The aim of the present study was to compare the activity of fathers and their children with autism with those of children with Down syndrome, and normally developing children during the father-child interaction. Participants were 14 children with autism and their fathers, 15 children with Down syndrome and their fathers, and 16 normally developing children and their fathers. The age of subjects was between 3.0 and 6.0 years old. The study consisted of one 15-minute free-play session in the father-child diad, taking place in the experiment room. Differences between the groups of fathers were found in terms of three variables under analysis: frequency of looking at the child, physical contact with the child and suggesting play. Children with autism brought objects to their fathers or pointed out objects and directed their fathers' attention by vocalising less frequently than children with Down syndrome and normally developing children. Moreover, children with autism exhibited the fewest vocalisations combined with looking at the father and exhibited many more behaviours involving running and moving about the room than normally developing children. Self-stimulating behaviours were the most frequent in children with autism, with no differences in that respect found between children with Down syndrome and normally developing children. The analysis of fathers' behaviour demonstrates that fathers of children with developmental disorders focus on observing their children and attempt to keep close contact with them to a larger extent than fathers of normally developing children. The pattern of differences in the activity of fathers of children with autism and children with Down syndrome does not paint a clear picture. In general, fathers from both groups actively sought to maintain contact with their children. Differences in the activity during play between children with autism and the other subjects in the study are consistent with the clinical features of autism.

scholarly journals Modification of the Development of Children's Fitness Cards and Fitness Love Board for Down Syndrome School-Age Children in the Fit 5 Special Olympics Progam

2021 ◽  
Vol 4 (1) ◽  
pp. 277-287
Author(s):  
Yohanes Giovani Pion Makung ◽  
Gigih Siantoro ◽  
Abdul Rachman Syam Tuasikal
Keyword(s):  
Down Syndrome ◽  
School Age Children ◽  
Physical Education Teachers ◽  
Special Olympics ◽  
Children With Down Syndrome ◽  
Analysis Technique ◽  
Validation Score ◽  
Fitness Training ◽  
Teachers And Parents ◽  
At Home

From the lock down condition, Down Syndrome children who are used to activities at school become lazy to do fitness exercises at home, while parents also increase their activities by accompanying their children while at home from morning to night. For this reason, it is necessary to provide a home fitness training program for Down Syndrome children by doing the Fit 5 Special Olympics program. And it is necessary to make a Fitness card and a fitness love board so that children with Down syndrome are more excited. The purpose of this study is to establish cooperation between physical education teachers and parents in maintaining the fitness of Down Syndrome children while at home, and to help maintain the fitness of Down Syndrome children during the lock down period this year and in the coming years if there is a lock down period. again. The subjects of this study were 3 Down syndrome students from Special Olympics Surabaya. The design of this research is development research with research instruments in the form of validation sheets and video recordings that will be used to draw descriptive conclusions. The data analysis technique used is descriptive. Product trial validation was carried out by 6 experts who have experience in treating children with Down syndrome and 3 parents of students. The results showed that the average validation score of the experts was 98% and the average validation score of the parents was 98% which was in the very good category. And it was concluded that the fit card and the love child fit board are fit for mass production. Suggestion for all of us is never to force a Down syndrome child to be willing to follow fitness movements according to our wishes, but let them do it themselves according to their own abilities.

scholarly journals Parent Command Use and Child Compliance During Parent–Child Interactions Including Children With Down Syndrome

2021 ◽  
pp. 1-7
Author(s):  
Emily K. Lorang ◽  
Audra Sterling
Keyword(s):  
Down Syndrome ◽  
Child Language ◽  
Free Play ◽  
Language Abilities ◽  
Mothers And Fathers ◽  
Children With Down Syndrome ◽  
Child Compliance ◽  
Parent Child Interactions ◽  
Play Interactions ◽  
Child Factors

Purpose This study investigated maternal and paternal command use and child compliance in children with Down syndrome during mother–child and father–child free-play interactions. We also examined child compliance to direct versus indirect commands, and the relationships between maternal command use, paternal command use, child compliance, and child speech and language abilities. Method Fifteen families including a mother, father, and child with Down syndrome participated. Mother–child and father–child dyads participated in free-play interactions. We coded overall parent command use, command type (direct or indirect), and child compliance with the commands. Child language abilities were measured using a standardized assessment as well as during free-play. Results Mothers and fathers of children with Down syndrome used a similar number of commands, and children complied similarly across interactions. Children were more likely to comply with direct versus indirect commands. Parent command use was related to child language abilities in different ways for mothers and fathers. Child compliance was not related to receptive or expressive language abilities. Conclusions Mothers and fathers of children with Down syndrome use commands in similar ways but may base their command use on different child factors. Using direct commands with children with Down syndrome may be beneficial when increasing compliance during early interactions.

scholarly journals Developing social competences of children with Down syndrome by playing

2020 ◽  
pp. 117-147
Author(s):  
Agnieszka Jędrzejowska
Keyword(s):  
Down Syndrome ◽  
Social Competence ◽  
Role Playing ◽  
Free Play ◽  
School Integration ◽  
Basic Form ◽  
Children With Down Syndrome ◽  
The Social ◽  
The Subject ◽  
Social Competences

The subject of this article is a report from a study on the functioning of children with Down syndrome in a pre-school integration group and the rationality of attending kindergarten. During the research, children with Down syndrome in two groups in a kindergarten in Wrocław were observed. The research started with the thesis that play is the basic form of children’s activity, in which, among others, the social competence of children is shaped. The activity most willingly chosen by children during free play were theatrical forms (role playing, puppet theatres, shadow theatres). The research was conducted for nine months; I was a researcher and educator in this kindergarten.

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