scholarly journals Evaluation of diet in preschool-age children with Down syndrome – preliminary examination

2019 ◽  
Vol 35 (2) ◽  
pp. 128-138 ◽  
Author(s):  
Anna Wrzochal ◽  
Aleksandra Gładyś-Jakubczyk ◽  
Edyta Suliga
Keyword(s):  
Down Syndrome ◽  
Preschool Age ◽  
Children With Down Syndrome ◽  
Preliminary Examination ◽  
Preschool Age Children

scholarly journals Sleep Disturbance and Expressive Language Development in Preschool-Age Children With Down Syndrome

2015 ◽  
Vol 86 (6) ◽  
pp. 1984-1998 ◽  
Author(s):  
Jamie O. Edgin ◽  
Ursula Tooley ◽  
Bianca Demara ◽  
Casandra Nyhuis ◽  
Payal Anand ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Sleep Disturbance ◽  
Expressive Language ◽  
Preschool Age ◽  
Children With Down Syndrome ◽  
Preschool Age Children ◽  
Expressive Language Development

scholarly journals STUDY ON THE SOCIAL DEVELOPMENT OF DOWN SYNDROME IN THE INCLUSIVE GROUP

2018 ◽  
Author(s):  
Iryna Myhnovetskaja
Keyword(s):  
Down Syndrome ◽  
Preschool Children ◽  
Social Competence ◽  
Social Development ◽  
School Children ◽  
Preschool Age ◽  
Intellectual Deficiency ◽  
Children With Down Syndrome ◽  
Adequate Level ◽  
The Social

The article substantiates the importance of social development of preschool children with Down syndrome, considers the indicators of social development of children with intellectual deficiency on the parameters of social competence of normally developing children of preschool age (according to A. Zakrepina), the concept of the difficulties of social development in pre-school children with Down syndrome has been proved, proved the importance of social development in the context of an inclusive group with an interpretation for further socialization in society. It is revealed that for the positive dynamic development of children with Down syndrome, it is necessary to take into account the influence of all factors of social development. The adequate level of social development of children with Down syndrome is a prerequisite for successful socialization in society and the formation of new and lasting contacts with others in order to meet their own needs and aspirations. Without properly organized and systematic work on social development in children with Down syndrome, its level remains fairly low. To implement the above, one needs to study social development in more detail and to know what indicators should be oriented when working on it, to correctly carry out the diagnosis of social development for orientation in the levels of its formation, to take into account all aspects of social development for the implementation of systematic influence. It was also determined that children with Down syndrome are trying to adequately perceive themselves and orient themselves in situations that arise, they show interest in contact with others and seek to develop with the help of available methods and means.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

The German Strengths and Difficulties Questionnaire (SDQ)

2010 ◽  
Vol 26 (4) ◽  
pp. 256-262 ◽  
Author(s):  
Ulrike Petermann ◽  
Franz Petermann ◽  
Ina Schreyer
Keyword(s):  
Correlation Analysis ◽  
Teacher Ratings ◽  
Screening Instrument ◽  
Preschool Age ◽  
Strengths And Difficulties Questionnaire ◽  
Preschool Age Children ◽  
Discriminant Analyses ◽  
Strengths And Difficulties ◽  
Behavioral Attributes ◽  
And Behavior

The Strengths and Difficulties Questionnaire (SDQ) is a screening instrument that addresses positive and negative behavioral attributes of children and adolescents. Although this questionnaire has been used in Germany to gather information from parents and teachers of preschoolers, few studies exist that verify the validity of the German SDQ for this age. In the present study, teacher ratings were collected for 282 children aged 36 to 60 months (boys = 156; girls = 126). Likewise, teacher ratings were collected with another German checklist for behavior problems and behavior disorders at preschool age (Verhaltensbeurteilungsbogen für Vorschulkinder, VBV 3–6). Moreover, children’s developmental status was assessed. Evaluation included correlation analysis as well as canonical correlation analysis to assess the multivariate relationship between the set of SDQ variables and the set of VBV variables. Discriminant analyses were used to clarify which SDQ variables are useful to differentiate between children with or without developmental delay in a multivariate model. The results of correlation and discriminant analyses underline the validity of the SDQ for preschoolers. According to these results, the German teacher SDQ is recommended as a convenient and valid screening instrument to assess positive and negative behavior of preschool age children.

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