scholarly journals Description of Daily Living Skills and Independence: A Cohort from a Multidisciplinary Down Syndrome Clinic

2021 ◽  
Vol 11 (8) ◽  
pp. 1012
Author(s):  
Kavita Krell ◽  
Kelsey Haugen ◽  
Amy Torres ◽  
Stephanie L. Santoro
Keyword(s):  
Down Syndrome ◽  
Life Skills ◽  
Massachusetts General Hospital ◽  
Personal Information ◽  
Adult Patients ◽  
Healthy Foods ◽  
Living Situation ◽  
Adolescents And Adults ◽  
Living Skills ◽  
Clinic Population

Levels of independence vary in individuals with Down syndrome (DS). We began this study to describe the current life skills in our clinic population of children and adults with DS. We collected and reviewed demographics, living situation, and life skills from an electronic intake form used in clinic procedures. Descriptive statistics for this cohort study included mean, standard deviation, and frequencies. From 2014–2020, 350 pediatric and 196 adult patients (range 0–62 years) with a first visit to the Massachusetts General Hospital Down Syndrome Program are described. Pediatric patients were most often enrolled in school, and in an inclusion setting. Adult patients were most often participating in a day program, living with family, and wanted to continue living with family in the future. Most (87%) of adults with DS communicated verbally, though fewer could use written communication (17%). Life skills of greatest importance to adolescents and adults with DS included: learning about healthy foods (35%), preparing meals (34%), providing personal information when needed (35%), and describing symptoms to a doctor (35%). Life skills for patients with DS are varied; those associated with a medical appointment, such as sharing symptoms with the doctor, could improve for greater independence.

scholarly journals Development of the Life Skills Scale for Adolescents and Adults

2016 ◽  
Vol 87 (5) ◽  
pp. 546-555 ◽  
Author(s):  
Takayoshi Kase ◽  
Shuhei Iimura ◽  
Kurara Bannai ◽  
Kazuo Oishi
Keyword(s):  
Life Skills ◽  
Adolescents And Adults

Muscle strength and motor function in adolescents and adults with spinal muscular atrophy

Neurology ◽  
2020 ◽  
Vol 95 (14) ◽  
pp. e1988-e1998 ◽  
Author(s):  
Camiel A. Wijngaarde ◽  
Marloes Stam ◽  
Louise A.M. Otto ◽  
Bart Bartels ◽  
Fay-Lynn Asselman ◽  
...  
Keyword(s):  
Muscle Strength ◽  
Spinal Muscular Atrophy ◽  
Motor Function ◽  
Older Patients ◽  
Muscular Atrophy ◽  
Compound Muscle Action Potential ◽  
Adult Patients ◽  
Cross Sectional ◽  
Floor Effects ◽  
Adolescents And Adults

ObjectiveTo assess longitudinal patterns of muscle strength, motor function, and maximal compound muscle action potential amplitudes (CMAPMAX) in older patients with spinal muscular atrophy (SMA), hypothesizing a continued decline of motor function parameters throughout life.MethodsWe measured muscle strength (Medical Research Council), motor function (Hammersmith Functional Motor Scale Expanded [HFMSE] and Motor Function Measure), and CMAPMAX in treatment-naive patients. We used both longitudinal and cross-sectional data in mixed models to analyze natural history patterns.ResultsWe included 250 patients with SMA types 1c through 4. Median patient age at assessment was 26.8 years, the number of assessments per patient ranged from 1 to 6. Baseline muscle strength and motor function scores differed significantly between SMA types, but annual rates of decline were largely similar and mostly linear. HFMSE floor effects were present for all patients with SMA type 1c, and adolescents and adults with types 2 and 3a. CMAPMAX differed significantly between SMA types but did not decline significantly with increasing age. Muscle strength correlated very strongly with motor function (τ ≥ 0.8) but only moderately with CMAPMAX (τ ≈ 0.5–0.6).ConclusionMuscle strength and motor function decline in older patients with SMA are constant without periods of slower progression or a plateau phase. The floor effects of the HFMSE preclude its use for long-term follow-up of adult patients with SMA types 1c through 3a. Muscle strength sum scores represent an alternative, feasible outcome measure for adolescent and adult patients with SMA.

The Blind Adolescent Life Skills Center

1975 ◽  
Vol 69 (3) ◽  
pp. 109-115
Author(s):  
Philip H. Hatlen ◽  
Paula Le Duc ◽  
Patricia Canter
Keyword(s):  
Social Relations ◽  
Independent Living ◽  
Life Skills ◽  
Traditional Classroom ◽  
Daily Activities ◽  
Classroom Setting ◽  
Group Instruction ◽  
Life Styles ◽  
Apartment Complex ◽  
Living Skills

The Blind Adolescent Life Skills Center provides both individual and group instruction in mobility, living skills, communication, recreation, and social relations. The program does not take place in a traditional classroom setting but tries to provide real experiences in independent living by housing the students in an apartment complex and offering services on an “on call” basis. Instruction is meaningful because it is related to daily activities. Participants acquire skills that enable them to select life styles that will be satisfactory to them when they leave the center.

Apoptosis-associated proteins p53 and APO-1/Fas (CD95) in brains of adult patients with Down syndrome

1999 ◽  
Vol 260 (1) ◽  
pp. 9-12 ◽  
Author(s):  
Rainer Seidl ◽  
Susanne Fang-Kircher ◽  
Bettina Bidmon ◽  
Nigel Cairns ◽  
Gert Lubec
Keyword(s):  
Down Syndrome ◽  
Adult Patients ◽  
Associated Proteins

Assessment of real-world daily-living skills in early-onset schizophrenia trough the Life Skills Profile scale

2013 ◽  
Vol 145 (1-3) ◽  
pp. 95-100 ◽  
Author(s):  
O. Puig ◽  
R. Penadés ◽  
I. Baeza ◽  
E. De la Serna ◽  
V. Sánchez-Gistau ◽  
...  
Keyword(s):  
Real World ◽  
Early Onset ◽  
Daily Living ◽  
Life Skills ◽  
Daily Living Skills ◽  
Early Onset Schizophrenia ◽  
Living Skills

scholarly journals Intervensi Guru dalam Mengajarkan Daily Living Skills pada Anak Down Syndrome

2020 ◽  
Vol 6 (1) ◽  
pp. 41-54
Author(s):  
Qonitah Faizatul Fitriyah
Keyword(s):  
Down Syndrome ◽  
Daily Living ◽  
Study Data ◽  
Heterogeneous Group ◽  
Daily Living Skills ◽  
Group Interventions ◽  
Children With Down Syndrome ◽  
Form Of Life ◽  
Effective Interventions ◽  
Living Skills

Daily living skills are an ability in someone in the field of independence in the form of daily activities. Daily living skills must be instilled early on. However, children with down syndrome must have specialized interventions so that children's living skills develop well. The purpose of this study is to describe teachers' intervention in teaching daily living skills in Ceria Demangan Kindergarten. The research method used is a case study. Data collection techniques used were observation and interviews. The subjects of this study were two students who have Down syndrome. The results of this study are individual interventions conducted in the form of habituation with routine activities, spontaneous activities, and modeling techniques, homogeneous group interventions in the form of leadership and daily pickets, and heterogeneous group interventions in the form of life skills-based learning. Individual interventions and group interventions were successfully applied to improve the living skills of children with Down syndrome in Ceria Demangan Kindergarten. Effective interventions used are individual interventions in the form of habituation and heterogeneous group interventions in the form of learning daily living skills.

scholarly journals Meningkatkan Life Skill pada Anak Down Syndrome dengan Teknik Modelling

2016 ◽  
Vol 5 (03) ◽  
Author(s):  
Amherstia Pasca Rina
Keyword(s):  
Down Syndrome ◽  
Mental Retardation ◽  
Subject Matter ◽  
Life Skills ◽  
Modelling Technique ◽  
Life Skill ◽  
Moderate Mental Retardation ◽  
Modeling Techniques ◽  
The Subject

The purpose of this research is to improve life skills in children with Down syndromeby using modeling techniques. Subjects in this study 1 children. Subject (S) is a boy aged 11years. Asesment results show that the subject has the characteristics of Down syndrome, has thecognitive abilities that are categorized as moderate mental retardation, difficulty coordinatingmovement of the eyes and hands, as well as the ability of life skills is low. The results showedthat the intervention modeling techniques can improve life skills in the subject. Behavioraltherapy with modeling techniques provide a change to the subject in a positive though notoptimal. Modeling techniques can not complete the whole subject matter related to the subjectemotional state and parenting parentsKeywords : Life Skill, Down Syndrome, Modelling Technique

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