The development of learning difliculties in children with Down's syndrome

Abstract

This paper examines individual developmental profiles drawn from a series of longitudinal studies of cognitive development and problem‐solving in children with Down's syndrome (DS) from birth to 11 years of age. These highlight the difficulties in explaining DS development in terms of a slowed‐down version of normal development and illustrate how, from a very early age, developmental progress in DS is undermined by the children's failure to exercise and maintain existing skills and by their counter‐productive approach to learning new skills. Developmental instability and inefficient learning were found to characterize performance on contingency detection tasks, on tests of obiect concept development, and on standardized intelligence tests. Implications of the findings for assessment, educational practice and developmental theory are discussed.

EEG Neurofeedback Treatment of Patients with Down Syndrome

“…The physical traits that have been characterized as most common include low muscle tone, flat facial profile, depressed nasal bridge and small nose, upward slant to the eyes, an enlargement of the tongue in relation to size of the mouth, and an abnormal shape of the ear (National Down Syndrome Society, 2001). Children with Down Syndrome are also at greater risk of developing medical health problems (Wishart, 1993). Intellectual changes are also present and researchers have stated that most people with Down Syndrome display some level of intellectual disability ranging from mild to severe, although the mean level of disability remains mild to moderate (National Down Syndrome Society (NDSS), 2001; Wishart, 2001;1993).…”

“…Children with Down Syndrome are also at greater risk of developing medical health problems (Wishart, 1993). Intellectual changes are also present and researchers have stated that most people with Down Syndrome display some level of intellectual disability ranging from mild to severe, although the mean level of disability remains mild to moderate (National Down Syndrome Society (NDSS), 2001; Wishart, 2001;1993).…”

“…It is the most common identifiable cause of intellectual disability, accounting for almost one third of cases (Wishart, 1993). It occurs equally in all races with an overall incidence of approximately 1 in 800 births (Regezi, 1989).…”

Evaluation of the Cognitive Profile and Behavior in Children From a Care and Early Childhood Development Center

“…Según Beltrán y Pérez (2003) y Castejón, Gilar y Pérez (2006) un constructo que resulta clave en el proceso de aprendizaje es la motivación, aspecto que se percibe como particularmente difícil en sujetos con discapacidad intelectual, en general, (Bermúdez y Pérez, 2000; Ruíz Caballero, 2003) y de manera particular en SD (Wishart, 1991(Wishart, , 1993(Wishart, , 2001. Otros autores especifican aún más (Gilmore y Cuskelly, 2009) y consideran, que la motivación es una consecuencia de la mayor tasa de errores en las actividades que se les propone, que les lleva a tener más frustración y una tolerancia a la frustración más baja, siendo características que se mantienen estables con el tiempo por lo que se consideran como conductas con valor predictivo ya desde la infancia.…”

Usability testing guide for mobile applications focused on people with Down syndrome (USATESTDOWN)

“…In order to find out to what extent different levels of motor cognitive development have an impact on their ability to interact with multitouch devices and according to the usage of age as main factor in other related literature consisting of studies that analyze motor and cognitive skills development in persons with DS [36] [37].…”