scholarly journals The Role of Executive Functions in Social Cognition among Children with Down Syndrome: Relationship Patterns

2016 ◽  
Vol 7 ◽  
Author(s):  
Anna Amadó ◽  
Elisabet Serrat ◽  
Eduard Vallès-Majoral
Keyword(s):  
Down Syndrome ◽  
Social Cognition ◽  
Executive Functions ◽  
Relationship Patterns ◽  
Children With Down Syndrome

scholarly journals The Role of Sensorial Integration in Motor Development in Children with Down Syndrome

GYMNASIUM ◽  
2019 ◽  
Vol XIX (1) ◽  
pp. 42
Author(s):  
Mihaela Anghel
Keyword(s):  
Down Syndrome ◽  
Motor Development ◽  
Sensory Stimulation ◽  
Sensory Stimuli ◽  
Children With Down Syndrome ◽  
Combination Strategies ◽  
Sensory Motor ◽  
Syndrome Child

One of the reasons behind the choice of the topic is that this problem of sensory-motor development in children with physical and mental deficiencies, especially in children with Down syndrome, is not sufficiently known and studied, sensory-motor development representing an important factor in their physical and social development. The reason I chose this theme and the theoretical basis from which I started was to improve the psychomotor behaviors through sensory stimulation. The assumptions we went into the research were: 1. If we use different sensory combination strategies, the Down Syndrome will be able to compensate for the psycho-motor disorders; 2. If we apply sensory stimuli to the Down Syndrome child, then there will be ameliorations of the underlying motor conduction. The research presents a case study of a 6 year and six mouth old child diagnosed with Down syndrome. The location of the study was carried out at the "Delfinul" day center of the Betania Association.

scholarly journals The role of social workers for children with down syndrome and their families.

2018 ◽  
Author(s):  
Renawati Renawati ◽  
Maulana Irfan Maulana ◽  
Meilanny Budiarty Meilanny ◽  
Budhi Wibhawa Budhi ◽  
Nurlina Apsari Nurlina
Keyword(s):  
Down Syndrome ◽  
Social Workers ◽  
Children With Down Syndrome

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.

scholarly journals Perceptions of Fathers and Special Education Teachers Concerning Oral Health of Children with Down Syndrome: A Qualitative Approach

2020 ◽  
Author(s):  
FARIS ALGAHTANI
Keyword(s):  
Special Education ◽  
Down Syndrome ◽  
Oral Health ◽  
Special Education Teachers ◽  
Willingness To Participate ◽  
Children With Down Syndrome ◽  
Study Results ◽  
Role Of Parents ◽  
Lack Of Knowledge

Abstract Aim The aim of this qualitative study was to explore the role of parents of children with Down syndrome (DS) and the role of special education teachers in creating and maintaining oral health behaviors in children with (DS) in primary school in Jeddah. Methods The information was collected through semi-structured interviews with 45 participants, 18 parents and 27 teachers. All interviews conducted in Arabic, then transcription in English, general thematic analysis was adopted in this study. Results A number of barriers related to maintaining good oral health for children are mentioned due to: Saudi lifestyle, routine and cultural standards. Moreover, there was a lack of knowledge related to promoting oral health and children's demand to brush their teeth. A preventable visit to the dentist was not necessary according to the participants, as it was required only when seeking treatment. The teachers agreed on the importance of having a school program to promote oral health and expressed willingness to participate in it; however, they also expressed their lack of knowledge about promoting it. This study concluded that Jeddah residents are keen to maintain the health of their children but do not know the correct ways to do this; moreover, they have some concern about doing so. A number of interventions are needed to improve children's oral health; these interventions need to target parents, teachers and children.Conclusion: the participants showed oral health was something they valued, and confidence for educating children and improving their oral health was low.

scholarly journals Physiotherapy in Down Syndrome: A Literature Review

2021 ◽  
pp. 20-27
Author(s):  
Yasmin Souza Silva ◽  
Luciana Lane Gomes Da Silva ◽  
Wellington Carlos Da Silva ◽  
Agrinazio Geraldo Nascimento Neto ◽  
Thalita De Sousa Pereira ◽  
...  
Keyword(s):  
Systematic Review ◽  
Down Syndrome ◽  
Trisomy 21 ◽  
Chromosomal Abnormalities ◽  
Signs And Symptoms ◽  
Scientific Basis ◽  
Genetic Condition ◽  
Main Research ◽  
Children With Down Syndrome

Introduction: Down syndrome is a genetic condition arising from three chromosomal abnormalities, namely trisomy 21 (the most well-known); translocation, and/or mosaicism. This chromosome change occurs in the formation of the fetus, in more detail at the time of cell division, which will characterize the signs and symptoms of the syndrome. Objective: The purpose of this article is to research the main scientific findings in the last 10                years regarding physical therapy treatments, to verify the best techniques and their respective results, and to address the role of physiotherapy in the development of children with Down syndrome. Methods: The research only included studies published in the period from 2009 to 2019, systematic review articles and limited the Portuguese and English languages ​​were excluded, excluding all incomplete articles, duplications, abstracts that did not address, and those works that do not have a scientific basis. Results: In this systematic review, it can be seen that the main research results were disseminated and stored in databases (SciELO, Medline, and LILACS), focusing on the study of and DS patients, specifical children in early childhood. There are few studies on down syndrome in adults. Another important aspect is the concentration of research in the field of sports physiotherapy, few studies have focused on other areas of physiotherapy, such as respiratory, cardiovascular, and cognitive physiotherapy, which go in the opposite direction. Conclusion: Physiotherapy for patients with DS can improve the quality and life expectancy of these individuals, but the needs of patients with this syndrome involve some physical, physiological and psychological aspects and require the attention of a multidisciplinary team.

scholarly journals The role of music in the development of children with Down syndrome: a systematic review

2020 ◽  
Vol 45 (2) ◽  
pp. 158-173
Author(s):  
Moreno-Garcia Gemma ◽  
Monteagudo-Chiner Pablo ◽  
Alberto Cabedo-Mas
Keyword(s):  
Systematic Review ◽  
Down Syndrome ◽  
Children With Down Syndrome

scholarly journals Differences between children with Down syndrome and typically developing children in adaptive behaviour, executive functions and visual acuity

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Christine de Weger ◽  
F. Nienke Boonstra ◽  
Jeroen Goossens
Keyword(s):  
Visual Acuity ◽  
Down Syndrome ◽  
Executive Functions ◽  
Visual Impairment ◽  
Adaptive Behaviour ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Distant Visual Acuity ◽  
Near Visual Acuity

AbstractIn children with Down syndrome (DS) development of visual, motor and cognitive functions is atypical. It is unknown whether the visual impairments in children with DS aggravate their lag in cognitive development. Visual impairment and developmental lags in adaptive behaviour and executive functions were assessed in 104 children with DS, 2–16 years, by comparing their adaptive behaviour, executive functions and visual acuity (distant and near) scores against published age-matched norm scores of typically developing children. Associations between these lags were explored. Mean (± SEM) differences to age-matched norms indicated reduced performance in DS: Vineland Screener questionnaire, − 63 ± 3.8 months; task-based Minnesota Executive Function Scale (MEFS), − 46.09 ± 2.07 points; BRIEF-P questionnaire, 25.29 ± 4.66 points; BRIEF parents’ and teachers’ questionnaire, 17.89 ± 3.92 points and 40.10 ± 3.81 points; distant and near visual acuity, 0.51 ± 0.03 LogMAR and 0.63 ± 0.03 LogMAR (near − 0.11 ± 0.04 LogMAR poorer than distant). Adaptive behaviour (Vineland-S) correlated with the severity of visual impairment (r = − 0.396). Children with DS are severely impaired in adaptive behaviour, executive functions and visual acuities (near visual acuity more severely impaired than distant visual acuity). Larger impairment in adaptive behaviour is found in children with larger visual impairment. This supports the idea that visual acuity plays a role in adaptive development.

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