Showing papers in "Down Syndrome Research and Practice in 1993"
TL;DR: In this paper, the authors describe the development and expertise in the teaching of reading to children with Down syndrome since 1980 and the insights that they have gained into the children's language learning difficulties while teaching them to read.
Abstract: This article describes the development of our interest and expertise in the teaching of reading to children with Down syndrome since 1980 and the insights that we have gained into the children's language learning difficulties while teaching them to read. The readers' attention is drawn to the links between spoken language skills and reading skills and the differences between the strategies an ordinary five year old can use when learning to read and those available to a child or teenager with Down syndrome. The methods of introducing and developing reading skills are outlined, emphasising the principles on which they are based. The same methods are advocated whatever the age of the child at the outset. The benefits of even limited reading instruction for developing good spoken language are emphasised.
92 citations
TL;DR: In this article, the authors investigated a range of short term memory skills and the effectiveness of memory training procedures in improving these skills and concluded that each training program was effective and enhanced only those specific memory skills addressed.
Abstract: This study investigates a range of short term memory skills and the effectiveness of memory training procedures in improving these skills. The initial sample was 63 children with Down syndrome, aged 4-18 years, from two geographical areas in the UK. Phase 1 of the study assessed each child on a battery of tests including short term memory skills in different modalities, language skills, speech rate, word identification and a number of general IQ measures. Two groups were formed, one from one geographical area identified as the experimental group (n=25). A control group was formed from a subset of the remainder of children (n=26). Analysis verified that the two groups were similar and matched in terms of age and abilities. Phase 2 of the research consisted of a longitudinal training study of two memory strategies (rehearsal and organisation) which lasted for six weeks. For the experimental group (n=25), a cross-over design was employed to assess the effect of each strategy independently. Half the group received the rehearsal training first and the other half, the organisation-based training. Fifteen children from the group were taught by the first author and the rest by 'keyworkers'. In Phase 3 the initial assessment battery was repeated. The results demonstrated that each training programme was effective and enhanced only those specific memory skills addressed.
74 citations
TL;DR: The hypothesis that people with Down syndrome have difficulties with coordinating the rapid tonguemovements necessary for clear speech with impaired tonguEMotility and motor programming as well as phonological delay is supported.
Abstract: Tongue movements for speech in three adults with Down syndrome and one normal speaking control were investigatedusing electropalatography (EPG) and diadochokinetic rate (DDK)techniques. The subjects with Down syndrome all showedsubstantially larger areas of tongue-palate contact comparedwith the control subject for alveolar sounds /t, d, n, l/, anddifferences in fricative articulation. Undershoot (incompleteclosure) was a feature of velar articulations /k, g/ in the subjectswith Down syndrome. Longer closure duration, longer consonanttransition times within clusters and consistently slower DDKrates were also noted. Asymmetry and variabilitywere evident in two of the subjects with Down Syndrome.The results support the hypothesis that people with Downsyndrome have difficulties with coordinating the rapid tonguemovements necessary for clear speech with impaired tonguemotility and motor programming as well as phonological delay.Implications for treatment are discussed.
52 citations
TL;DR: Findings from a series of studies of cognitive development in children with Down syndrome aged between birth and 5 years provide evidence of the persistence and elaboration of a particularly inefficient learning `style' during these early years which affects both the acquisition and consolidation phases of learning.
Abstract: This paper overviews findings from a series of studies of cognitive development in children with Down syndrome aged between birth and 5 years. These studies provide evidence of the persistence and elaboration of a particularly inefficient learning `style' during these early years, one which affects both the acquisition and consolidation phases of learning. The ability levels demonstrated at very young ages were surprisingly high but instead of building on these skills, many children simply allowed them to deteriorate. Consolidation of new skills was compromised by poorly motivated performance on `easy' tasks while the avoidance strategies produced in response to `difficult' tasks resulted in many learning opportunities being missed. Implications of these findings are discussed and in relation to assessment, the importance of awareness of the inherent instability in developmental processes in children with Down syndrome is stressed.
43 citations
TL;DR: In this article, the authors focus on the research that, in the author's view, has the most relevance for remediation strategies and some of the practical implications are set out at the end of the article.
Abstract: Research during the last ten years has begun to unravel some of the reasons for the difficulties that most children with Down syndrome experience when learning to talk. The studies reveal a variety of specific difficulties that will impede progress over and above any effects of general cognitive delay. Most of the research to date is descriptive, outlining the delays and differences usually seen in the language performance of children and teenagers with Down syndrome and some of the possible reasons for these delays and differences. There are very few published studies of the long-term effectiveness of remediation as yet, despite the fact that many of the specific difficulties described should be remediable to at least some degree.This article focuses on the research that, in the author's view, has the most relevance for remediation strategies and some of the practical implications are set out at the end of the article. It also draws attention to the complex and interactive nature of language learningand its significance for cognitive development.It is the author's belief that if interventions based on our current knowledge were implemented throughout childhood many young people with Down syndrome would have much better speech, language and cognitive skills and consequently enjoy a much improved quality of life.
36 citations
TL;DR: In this article, the authors report on the outcomes of a project designed to evaluate the effectiveness of language teaching for teenagers with Down syndrome, where the aim was to improve the structure of the language used by teenagers.
Abstract: This paper reports on the outcomes of a project designed to evaluate the effectiveness of language teaching for teenagers. The aim was to improve the structure of the language used by teenagers with Down syndrome. Twelve teenagers took part in the study, which involved them in a variety of experimental and practical teaching activities over the period of a year. All the teenagers benefited from the intervention, though there were large individual differences in how much and why they benefited. Teaching which capitalised on the visual perceptual and visual memory strengths of these teenagers, by making use of reading, was the most effective. A key reason for delay in language development appears to be limited auditory short-term memory span
28 citations
TL;DR: Although the children with Down syndrome produced as many utterances as the other two groups, their language contained significantly fewer Stage III and IV structures and showed a deficit in pronouns and auxiliary verbs used in comparison with the other three groups.
Abstract: The productive language skills of a group of children with Down syndrome were compared with those of normally developing children, and children with learning difficulties but not Down syndrome. The three groups of children were matched for their level of verbal comprehension skills. The children with learning difficulties were the same age as those with Down syndrome, the normally developing children younger. The South Tyneside Assessment of Syntactic Structures (STASS) was used to elicit language samples from the children, which were analysed using the Language Assessment Remediation Screening Procedure (LARSP) and percentage scores obtained. Although the children with Down syndrome produced as many utterances as the other two groups, their language contained significantly fewer Stage III and IV structures. They also showed a deficit in pronouns and auxiliary verbs used in comparison with the other two groups. Implications for language teaching are discussed in the light of these findings.
22 citations
TL;DR: This study suggests that children with Down syndrome may be at a greater risk for visual impairment than previously reported and that many of them may have amblyopia and it is important that these children be examined ophthalmologically at regular intervals and treated appropriately if a visual disorder has been identified.
Abstract: Seventy-three patients with Down syndrome between the ages of 5 to 18 years were initially enrolled in this study and there were 68 patients in the final sample. Information was obtained from previous ophthalmologic examinations and parents completed a questionnaire pertaining to ocular disorders. Subsequently, the patients' visual acuity was assessed using Snellen or Kindergarten Test Charts for far vision testing and the Rosenbaum Pocket Vision Screener or the Child's Recognition and Near Point Test for near vision screening. A select group of children underwent a detailed ophthalmologic examination. The results of the parent questionnaire and data from the initial ophthalmologic screening are presented in Table 1 and 2, respectively. Results obtained from screening as well as from ophthalmologic evaluations indicate that 12 of 68 patients had bilateral poor vision (20/50 or below) and 15 patients were found to be amblyopic. Five of the 15 children with amblyopia had associated strabismus, another five had anisometropic amblyopia, two had both strabismus and anisometropia and three patients had no associate findings. This study suggests that children with Down syndrome may be at a greater risk for visual impairment than previously reported and that many of them may have amblyopia. Therefore, it is important that these children be examined ophthalmologically at regular intervals and treated appropriately if a visual disorder has been identified.
15 citations
TL;DR: The findings show that sleep problems are common in children with Down syndrome and that they are linked with disturbed behaviour during the day.
Abstract: The recent occurrence and severity of a range of sleep disorders were determined in a group of children with Down syndrome, and compared with those in a group of non-disabled children with the same mean age and similar Social Economic Status distribution. Associations were explored between the sleep disorders in children with Down syndrome and measures of their daytime behaviour. Frequently occurring sleep problems were found to be significantly more common in the group with Down syndrome compared with the non-disabled group. The most common sleep problems showed a different pattern in the two groups. In the children with Down syndrome, various significant associations were seen between the number of frequent sleep problems and specific types of disturbed daytime behaviour. Within the Down syndrome group, boys had significantly more frequent sleep problems than girls. The findings show that sleep problems are common in children with Down syndrome and that they are linked with disturbed behaviour during the day. The requirements for possible further research are discussed.
10 citations
TL;DR: In this article, the authors highlight some of the less visible factors that may influence teachers' attitudes towards the integration of students with Down syndrome, and make no claims for the general application or representativeness of the statements.
Abstract: This paper is an attempt to raise awareness to attitudinal research regarding integration by highlighting some of the less visible factors that may influence teachers' attitudes towards the integration of students with Down syndrome. I make no claims for the general application or representativeness of the statements, but I will claim that the following analysis will raise some challenging issues for further thinking.
8 citations
TL;DR: Whether mothers of children with Down syndrome are finding it difficult to provide their children with communicative experiences that might help promote linguistic progress beyond simple grammar, as a consequence of the children's own speech production difficulties is investigated.
Abstract: The aim of this study was to investigate whether mothers of children with Down syndrome are finding it difficult to provide their children with communicative experiences that might help promote linguistic progress beyond simple grammar, as a consequence of the children's own speech production difficulties. Nine children with Down syndrome were matched with nine typically developing children on level of receptive grammar. Video recordings of mothers engaging their children in ten minute conversations,in their own homes, were analysed. Mothers of children with Down syndrome made significantly more repetitions and expansions of their children's utterances than mothers of typically developing children did. Significant differences were not found in the amount of wh-questions, yes/no questions, tag questions, or two choice questions asked by mothers. Analysis of children's speech showed that children with Down syndrome had significantly shorter MLUs than the typically developing children. A greater percentage of children's longer utterances occurred when the preceding maternal utterance was a wh-question compared to a closed question. Almost three-quarters of closed questions received no verbal response or a single word answer from the child. Alternative strategies for managing conversations are discussed with the aim of extending the linguistic ability of children with Down syndrome.
TL;DR: A case study is presented of a boy with Down syndrome between the ages of 3 and 8 and the primary objective here clearly is reading to speak.
Abstract: If children with Down syndrome have overcome the difficulties with their health in their first years of life, speech development is their main problem area. Research from English speaking countries has proved, that with them one can start with teaching reading at the age of three or four, even before they start to speak, although this sounds unlikely. The advantages are that the very first bit of reading proficiency might be used to increase speech production, to train syntax and to improve articulation. The primary objective here clearly is reading to speak. A case study is presented of a boy with Down syndrome between the ages of 3 and 8. We gratefully acknowledge the use of a video camera and recorder which was donated to us in 1985 by the Philips Company of Eindhoven. What follows can hardly be more of a summary of the experiences we have had in the last five years.
TL;DR: Charities who are looking for donations do not need to rely on feelings of pity and guilt; and in fact, for reasons of both fund-raising and consciousness-raising, would do better to use images which are positive and non-stigmatising.
Abstract: The advertisements produced by charities for people with learning disabilities have recently been the subject of much research. The present study investigated the responses of five different groups - school-children, university students, the `general public', care-staff and parents of children with Down syndrome - to two charity posters. Significant group differences were found across all measures, with university students and school-children being most likely to say they would donate money on seeing the poster. School-children were also most likely to predict a positive change of feelings on their next meeting, and to assign positive attributes to the person they saw in the poster, whilst care-staff and parents were significantly more positive than the other groups about the capabilities of people with Down syndrome. One initially depressing finding showed that the general public would be more likely to donate on seeing the more traditional, `guilt-evoking' poster. However, a closer analysis revealed that this group was actually the least likely of all the groups to donate money: those groups who were most likely to donate showed a slight preference in favour of the less stereotyped poster. Thus it is concluded that charities who are looking for donations do not need to rely on feelings of pity and guilt; and in fact, for reasons of both fund-raising and consciousness-raising, would do better to use images which are positive and non-stigmatising.
TL;DR: This article argued that language is a complex system consisting of a number of distinct, interacting, components, and that no single explanation for its development is likely to be adequate: the evidence suggests, rather, that different factors predominate in the development of different parts of the system.
Abstract: This paper addresses current theoretical perspectives on child language development, and their implications for intervention. It is argued that language is a complex system consisting of a number of distinct, interacting, components, and that no single explanation for its development is likely to be adequate: the evidence suggests, rather, that different factors predominate in the development of different parts of the system. Some recent work with deaf children - on the development of sign phonology, and on maternal strategies for presenting signs to their children in context - is then discussed together with its implications for the use of signs with other groups, focusing particularly on the use of signed input with children with Down syndrome.
TL;DR: As a country the Netherlands is generally known for its superior services for people with learning disabilities, however, in recent years the introduction of early support for very young children has proved to be very difficult and time-consuming.
Abstract: As a country the Netherlands is generally known for its superior services for people with learning disabilities. However, in recent years, the introduction of early support for very young children has proved to be very difficult and time-consuming. This paper has been prepared by request of the European Committee of the International League of Societies for persons with Mental Handicap (ILSMH).
TL;DR: The daytime behaviour of all these children and their mothers' stress levels have been investigated and associations between sleep disorders, daytime behaviour problems and maternal stress will be reported in future publications.
Abstract: This article presents a summary of the findings of the first part of a research programme being carried out at The Sarah Duffen Centre in Portsmouth. The findings will be published in full in the future. It follows an article published in the last edition of the journal entitled A preliminary study of sleep disorders and daytime behaviour problems in children with Down syndrome. The first stage of the current research programme has been an extensive survey of sleep problems in a group of children with Down syndrome compared with other children with learning disabilities and non-disabled children.The daytime behaviour of all these children and their mothers' stress levels have also been investigated. This information, as well as associations between sleep disorders, daytime behaviour problems and maternal stress will be reported in future publications.
TL;DR: In this article, the authors present some of the mechanisms which contribute in promoting integration as a regular educational activity, and not as a distinctive special task which has to be transplanted in ordinary educational programming.
Abstract: This paper is an attempt to present some of the mechanisms which contribute in promoting integration as a regular educational activity, and not as a distinctive special task which has to be transplanted in ordinary educational programming. Continuity, participation and an extended notion of integration are integral parts of such mechanisms
TL;DR: Teachers of children with severe learning disability have found that the National Curriculum has emphasised how communication affects all the subject areas and this has resulted in positive practices developing between education and health professionals.
Abstract: Teachers of children with severe learning disability have found that the National Curriculum has emphasised how communication affects all the subject areas. This has resulted in positive practices developing between education and health professionals.