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.

Mental State Language Use in Children with Down Syndrome and the Role of Caregivers

2021 ◽  
Vol 42 (04) ◽  
pp. 318-329
Author(s):  
Marie Moore Channell ◽  
Rebekah Bosley
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Mental State ◽  
Social Communication ◽  
School Age Children ◽  
School Age ◽  
Children With Down Syndrome ◽  
Mental State Language ◽  
State Language

AbstractChildren with Down syndrome (DS) have both strengths and difficulties in speech, language, and social communication. Mental state language—the ability to discuss others' perspectives such as their thoughts, feelings, and intentions—represents a foundational social communicative skill that is delayed in many children with DS, even into the school-age years. The purpose of this article is to review the evidence base on mental state language development in school-age children with DS, focusing in particular on assessment and intervention. We discuss assessment procedures that are both age appropriate and developmentally appropriate for this population. We also present preliminary data highlighting the role of caregivers in supporting mental state language development in school-age children with DS through shared storytelling. We propose that interventions aimed at supporting mental state language development in DS should include a focus on caregiver–child shared storybook reading, even in the school-age years. Therefore, we discuss key considerations for clinicians when teaching caregivers strategies for supporting mental state language and social communication in children with DS.

The Evaluation of a Personal Narrative Language Intervention for School-Age Children With Down Syndrome

2017 ◽  
Vol 122 (4) ◽  
pp. 310-332 ◽  
Author(s):  
Lizbeth Finestack ◽  
Katy H. O'Brien ◽  
Jolene Hyppa-Martin ◽  
Kristen A. Lyrek
Keyword(s):  
Down Syndrome ◽  
Personal Narrative ◽  
School Age Children ◽  
Single Subject ◽  
School Age ◽  
Children With Down Syndrome ◽  
Narrative Skills ◽  
Treatment Gains ◽  
Mean Length Of Utterance ◽  
Study Participants

Abstract The purpose of this study was to evaluate the feasibility of an intervention focused on improving personal narrative skills of school-age children with Down syndrome (DS) using an approach involving visual supports. Four females with DS, ages 10 through 15 years, participated in this multiple baseline across participants single-subject experimental design study. Participants completed 18 intervention sessions that targeted personal narrative goals. Parents completed a survey regarding their perspectives of the intervention. Two participants made small treatment gains in mean length of utterance. One participant had small to medium gains on all macrostructural measures. Parent perspectives were positive. Results support the feasibility of personal narrative interventions for individuals with DS when visual support is provided.

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.

scholarly journals Penguatan Pendidikan Karakter Melalui Keteladanan Guru dan Orang Tua Siswa

2021 ◽  
Vol 26 (1) ◽  
pp. 135-146
Author(s):  
Unik Fepriyanti ◽  
Abdul Wachid Bambang Suharto
Keyword(s):  
Character Education ◽  
Role Models ◽  
Role Model ◽  
Qualitative Data ◽  
Social Care ◽  
Educational Institutions ◽  
Home Based ◽  
Analysis Technique ◽  
Teachers And Parents ◽  
At Home

The purpose of this research  is to describe the strengthening of character education through teachers and parents role model at school and at home. This study uses a descriptive qualitative approach. The data were collected through survey and interview by using purposive sampling. The data is analyzed using qualitative data analysis technique. Character education is important in shapping students into individuals who have noble character and good manner. Schools as formal educational institutions are responsible for instilling the values of character education toward their students. Teachers must be the best role models for students in strengthening character education in schools. The parents’ role also determines the success of character education at home. Based on the results of research at MI Ma'arif NU Karanggedang 2 Purbalingga, the values of character education exemplified by teachers and parents are religious character, honesty, tolerance, discipline, social care, creative, independent, care for the environment, love to read, love peace , friendly/ communicative, appreciate achievements, love the homeland, democratic, and responsibility.

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.

scholarly journals Adaptation of a child with Down syndrome into inclusive groups of preschool educational institutions

2021 ◽  
pp. 148-155
Author(s):  
Iryna Melnyk ◽  
◽  
Svitlana Kost ◽  
Keyword(s):  
Down Syndrome ◽  
Inclusive Education ◽  
Preschool Education ◽  
Education Institution ◽  
Social Adaptation ◽  
Educational Institutions ◽  
Children With Down Syndrome ◽  
Number Of Children ◽  
Teachers And Parents ◽  
The One

The article outlines the importance of interaction between teachers and parents in order to provide effective adaptation of a child with Down syndrome to the inclusive groups of a preschool education institution. Every year the number of children with genetic pathologies is increasing. Their adaptation in society is available through educational activities known as inclusive education. Among the common pathologies, occurring in newborns the most widespread is the one, known as “Down syndrome”. This pathology occurs with the frequency of one case per 500-800 newborn babies. The process of adaptation of a child with Down syndrome to the conditions of a preschool institution has three levels. This adaptation to the surrounding reality can be light (easy process of adaptation), middle (adaptation with some difficulties) and heavy (difficult). At each stage, the interaction between teachers and a child’s parents is very important. Cooperation of teachers and parents helps to find better educational forms and methods to be used, encourage children with Down syndrome to use and improve the skills and knowledge gained in educational institutions at home. Keywords: social adaptation, inclusive education, children with Down syndrome, preschool institution, teachers, parents, inclusive groups.

Relationship Between Parent and Teacher Reported Executive Functioning and Maladaptive Behaviors in Children With Down Syndrome

2021 ◽  
Vol 126 (4) ◽  
pp. 307-323
Author(s):  
Anna J. Esbensen ◽  
Emily K. Hoffman ◽  
Rebecca C. Shaffer ◽  
Lina R. Patel ◽  
Lisa M. Jacola
Keyword(s):  
Down Syndrome ◽  
Executive Functioning ◽  
Externalizing Behavior ◽  
Child Behavior Checklist ◽  
Teacher Ratings ◽  
Maladaptive Behavior ◽  
School Age Children ◽  
Children With Down Syndrome ◽  
Behavior Rating Inventory ◽  
Parent And Teacher Ratings

Abstract The current study evaluates the concurrent relationship between parent ratings of executive functioning and maladaptive behavior among children and adolescents with Down syndrome and then repeats this evaluation using teacher reports. Parents and teachers of 63 school-age children with Down syndrome rated the child's executive functioning (Behavior Rating Inventory of Executive Function) and behaviors (Achenbach Child Behavior Checklist). For parent and teacher ratings, elevated behavior dysregulation predicted higher levels of rule-breaking, aggressive, and externalizing behavior. For teacher ratings, elevated behavior dysregulation also predicted higher levels of inattention problems. Among both parent and teacher ratings, greater metacognitive difficulties predicted challenges with attention. Understanding the relationship between these constructs has important implications for targets of intervention and developing preventative strategies.

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.

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