Young students with Down syndrome: Early longitudinal academic achievement and neuropsychological predictors

Subjective well-being (SWB) emphasizes individuals’ emotional evaluation and cognitive appraisal of life quality, taking life satisfaction (LS) (both general and specific), positive affect (PA), and negative affect (NA) into consideration. Traditionally, SWB research has been conducted on adults; that on adolescents and young students has been limited. Moreover, SWB has generally been explored as an outcome variable related to people’s learning, work, relationships, and health. However, SWB should be considered a dynamic and agentic system that may promote an individual’s self-development as well as social development. Among student populations, SWB has been proven to affect academic achievement, health, and developmental variables such as personality, life quality, school engagement, and career development. Schools and higher educational environments are not only places in which young people acquire academic knowledge and capacities; they are also places in which students connect with others, develop their personalities, experience all facets of society, and construct their life meaning, sense of self-esteem, and career identity. Furthermore, from a developmental and constructive perspective, some empirical evidence supported the idea that SWB may be a pivotal variable affecting student development. Nevertheless, whether SWB can benefit development among young students is controversial, as is whether SWB is a predictor of individual development or a developmental outcome. Therefore, in examining the research beyond the relationship between SWB and health or academic achievement, studies on the contribution of SWB to student development must be reviewed.

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PERCEIVED COMPETENCE AND SOCIAL ACCEPTANCE ASSESSMENT IN PORTUGUESE YOUNG STUDENTS WITH AND WITHOUT DOWN SYNDROME: A PRELIMINARY ANALYSIS

European Journal of Adapted Physical Activity ◽

10.5507/euj.2008.004 ◽

2008 ◽

Vol 1 (1) ◽

pp. 51-61

Author(s):

Maria Joao Campos ◽

Jose Pedro Ferreira ◽

Pedro Miguel Gaspar ◽

Jose Irineu Gorla

Keyword(s):

Down Syndrome ◽

Preliminary Analysis ◽

Social Acceptance ◽

Perceived Competence ◽

Young Students

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IQ and neuropsychological predictors of academic achievement

Learning and Individual Differences ◽

10.1016/j.lindif.2008.09.001 ◽

2009 ◽

Vol 19 (2) ◽

pp. 238-241 ◽

Cited By ~ 81

Author(s):

Susan Dickerson Mayes ◽

Susan L. Calhoun ◽

Edward O. Bixler ◽

Dennis N. Zimmerman

Keyword(s):

Academic Achievement ◽

Neuropsychological Predictors ◽

Predictors Of Academic Achievement

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Birth order effects on young students’ academic achievement

The Journal of Socio-Economics ◽

10.1016/j.socec.2011.08.010 ◽

2011 ◽

Vol 40 (6) ◽

pp. 824-832 ◽

Cited By ~ 14

Author(s):

Hans Bonesrønning ◽

Sofia Sandgren Massih

Keyword(s):

Academic Achievement ◽

Birth Order ◽

Order Effects ◽

Young Students

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Executive function and academic achievement in primary - grade students with Down syndrome

Journal of Intellectual Disability Research ◽

10.1111/jir.12313 ◽

2016 ◽

Vol 61 (2) ◽

pp. 181-195 ◽

Cited By ~ 20

Author(s):

E. Will ◽

D. J. Fidler ◽

L. Daunhauer ◽

B. Gerlach-McDonald

Keyword(s):

Academic Achievement ◽

Down Syndrome ◽

Executive Function ◽

Primary Grade ◽

Primary Grade Students

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Helping the General Education Team Support Students Who Use AAC

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac21.3.82 ◽

2012 ◽

Vol 21 (3) ◽

pp. 82-91 ◽

Cited By ~ 2

Author(s):

Carole Zangari

Keyword(s):

Academic Achievement ◽

General Education ◽

Communication Skills ◽

Communication Systems ◽

General Education Teachers ◽

Practice Opportunities ◽

Support Students ◽

Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

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Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00064 ◽

2020 ◽

Vol 51 (3) ◽

pp. 509-513

Author(s):

Ashley Bourque Meaux ◽

Julie A. Wolter ◽

Ginger G. Collins

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Literacy Development ◽

Morphological Awareness ◽

Language And Literacy ◽

Speech Language Pathologists ◽

School Based ◽

Literacy Success ◽

Key Factor ◽

Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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