Effectiveness of early intervention for children with Down syndrome

Hines, Sandra; Bennett, Forrest C.

doi:10.1002/(sici)1098-2779(1996)2:2<96::aid-mrdd7>3.0.co;2-v

Cited by 46 publications

(12 citation statements)

References 30 publications

(15 reference statements)

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“…Programs for patients with Down syndrome (11) were effective in improving cognitive capabilities, fine motor skills and self‐sufficiency. In contrast, programs targeting patients with cerebral palsy have produced inconclusive effects.…”

Section: Objectives Targets and Results Of Early Stimulation Programsmentioning

confidence: 99%

Evaluation of early stimulation programs for enhancing brain development

Bonnier

2008

Acta Paediatrica

117

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Although the NIDCAP and the IHDP targeted different populations, they produced similar effects in several regards: efficacy was greatest with programs involving both the parents and the child; long-term stimulation improved cognitive outcomes and child-parent interactions; cognition showed greater improvements than motor skills and larger benefits were obtained in families that combined several risk factors including low education attainment by the mothers.

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Section: Objectives Targets and Results Of Early Stimulation Programsmentioning

confidence: 99%

Evaluation of early stimulation programs for enhancing brain development

Bonnier

2008

Acta Paediatrica

117

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“…Early detection of DS would allow early intervention and treatment provision, which could optimise the child's prognosis. Physical, occupational and speech therapy could help children with DS achieve developmental milestones with minimal delay (Hines and Bennett 1996;Majnemer 1998;Skotko et al 2009). However, our study shows that parents in Pakistan are highly unlikely to obtain treatment and support for a child with DS during a crucial, early developmental period.…”

Section: Discussionmentioning

confidence: 99%

Pakistani mothers’ and fathers’ experiences and understandings of the diagnosis of Down syndrome for their child

Ahmed

Jafri

et al. 2014

J Community Genet

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Down syndrome (DS) is a relatively common chromosomal condition, which can be diagnosed prenatally. However, little is known about the diagnosis of the condition in developing countries. This qualitative study explored parents' experiences of the diagnosis of DS in Pakistan. Fifteen mothers and fifteen fathers of children with DS had semistructured interviews, which were analysed using thematic analysis. All the parents received their child's diagnosis after birth, ranging from the postnatal period to 7 years of age. Parents recalled receiving little or no information at the time of diagnosis, leading to misunderstandings about the cause and nature of their child's condition. Some parents referred to their child being "Mongol" and were unaware of "Down syndrome" as the more appropriate term for the condition. Use of such terms for DS restricted parents' ability to source further information about the condition. Many parents showed poor understanding of the aetiology and prognosis of the condition. Improved training for healthcare professionals in recognising key features of DS in the neonatal period or in early childhood could enable earlier diagnosis of the condition. In addition, provision of accurate information in a sensitive manner following diagnosis could enable parents to optimise their child's well-being.

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“…In the case of Down's syndrome, an additional factor contributing to this paucity of research may be the stereotypical perception that children with Down's syndrome are highly sociable and have good ‘people’ skills (Down 1866; Rogers 1987; Wishart & Johnston 1990; Hines & Bennett 1996; Wishart & Manning 1996; Gilmore et al. 2003a; Fidler et al.…”

Section: Introductionmentioning

confidence: 99%

Social cognition in children with Down's syndrome: challenges to research and theory building

Cebula

Moore

Wishart

2010

J intellect Disabil Res

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Characterising how socio‐cognitive abilities develop has been crucial to understanding the wider development of typically developing children. It is equally central to understanding developmental pathways in children with intellectual disabilities such as Down's syndrome. While the process of acquisition of socio‐cognitive abilities in typical development and in autism has received considerable attention, socio‐cognitive development in Down's syndrome has received far less scrutiny. Initial work in the 1970s and 1980s provided important insights into the emergence of socio‐cognitive abilities in the children's early years, and recently there has been a marked revival of interest in this area, with research focusing both on a broader range of abilities and on a wider age range. This annotation reviews some of these more recent findings, identifies outstanding gaps in current understanding, and stresses the importance of the development of theory in advancing research and knowledge in this field. Barriers to theory building are discussed and the potential utility of adopting a transactional approach to theory building illustrated with reference to a model of early socio‐cognitive development in Down's syndrome. The need for a more extensive model of social cognition is emphasised, as is the need for larger‐scale, finer‐grained, longitudinal work which recognises the within‐individual and within‐group variability which characterises this population. The value of drawing on new technologies and of adapting innovative research paradigms from other areas of typical and atypical child psychology is also highlighted.

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Effectiveness of early intervention for children with Down syndrome

Cited by 46 publications

References 30 publications

Evaluation of early stimulation programs for enhancing brain development

Evaluation of early stimulation programs for enhancing brain development

Pakistani mothers’ and fathers’ experiences and understandings of the diagnosis of Down syndrome for their child

Social cognition in children with Down's syndrome: challenges to research and theory building

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