Socialization of Children with Down Syndrome: Developmental, Familial, and Educational Influences -A Narrative Review (original) (raw)
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The profile of social functioning in children with Down syndrome
Background: Practitioners and researchers have asserted for decades that social functioning is a strength in children with Down syndrome (DS). Nevertheless, some studies have concluded that children with DS may be at greater risk of impaired social functioning compared to typically developing controls. This cross-sectional study explores the profile of social functioning (that is, social capabilities and social problems) in 6-year-old children with DS, compares it with that of typically developing children and reveals possible differences in predictors between groups. Method: Parental reports and clinical tests were utilized. Results: The children with DS had generally weaker social capabilities compared to nonverbal mental age-matched controls, but no significant differences were found for social interactive play, community functioning and prosocial behaviour. No significant differences in predictors for social capabilities between the groups were found. The children with DS had more social problems than the typically developing controls with a similar chronological age and those with a similar nonverbal mental age, but no significant differences in emotional symptoms were found between the children with DS and either comparison group. Vocabulary was a more important predictor of social problems in the children with DS than in the typically developing control groups. Conclusion: Interventions for children with DS should strongly focus on integrating vocabulary skills and social functioning starting at an early age.
the effect of social skills training on socialization skills in children with down syndrome
The development of social skills, especially skills in relating to peers, is an important capacity that provides the foundations for lifelong success. Some children with disabilities need to learn social skills more directly. The purpose of this study was to determine the effects of social skills training on socialization skills development in children with Down syndrome.
Journal of Policy and Practice in Intellectual Disabilities, 2006
This article addresses the dynamics of parent-child interactions and their potential influence on the development of social competence among children with Down syndrome (DS). The authors argue that a strong parent-child relationship is fundamental for building the social competence of children with DS and the integration and inclusion of these children into their communities. The Learn at Play Program (LAPP), a model of early intervention that prioritizes the goals of nurturing and shaping the development of interpersonal skills and social competence among children with DS, is proffered. Discussed first is a brief overview of early intervention and the rationale for the need to focus on parent-child interactions and social competence when DS is present. The LAPP early intervention model for children with DS and their families is presented along with data from seven mother-child dyads assessed with the LAPP longitudinal study of parent-child interactions in DS to demonstrate the use of the model. The author's experiences with the LAPP program are also used to illustrate the utility of linking supportive networks (such as nonprofit organizations), academic and provincial government funding partnerships and public policy forums, and publicly funded organizations providing services to children with developmental delays from birth to 3 years old.
Cognitive and social factors in the development of infants with Down syndrome
Down Syndrome Research and Practice, 2002
Infants and young children with Down syndrome can be engaging and affectionate. It seems that in the early months of life their personal relations may be relatively 'spared' the effects of limitations in their capacities for information-processing. Yet how far is this the case as development proceeds? In this paper we discuss some ways in which social and cognitive development interact and mutually influence one another over the first year or so of life, and present preliminary findings from a longitudinal study of infants with and without Down syndrome. The evidence suggests that the development of 'triadic' (person-person-world) social interactions may be affected by limited information-processing capacities in infants with Down syndrome, through a complex socially-mediated developmental trajectory.
Down syndrome and socio - emotional skills (Atena Editora)
Down syndrome and socio - emotional skills (Atena Editora), 2023
Individuals develop socio -emotional skills that enable more assertive contact with themselves, with the other and with the world. The development of these skills depends on biological, psychic and social aspects, as they influence the way people receive, understand and respond to emotions and relationships. People with Down syndrome have some biopsychosocial limitations resulting from their genetic alteration, and this work sought to analyze cognitive interference in the emotional and social expression of this clipping of the population. Aspects such as the importance of socio -emotional skills for socialization, the cognitive and developmental profile of people with the syndrome were addressed. The integrative review was used as a method for the elaboration of the research. 19 articles were found that indirectly relate to the theme, and 6 of them were selected for the analysis, as they presented research on the performance of people with Down syndrome in society, the mold of the relationships that are established by them, especially the answers possible to contingencies, in view of the consequences of the genetic characteristic. No material was found to relate to Down syndrome with socio -emotional skills. As a result, there was no restricted interference with cognition in the development of socio -emotional skills with people Downs, but a set of factors that imply their development concomitantly.
Down Syndrome Research and Practice, 1996
This study investigated the popularity of children with Down syndrome with their peers in mainstream classrooms using established sociometric techniques. The classroom behaviour of 16 children with Down syndrome aged 8 to 11 years were assessed and the relationship between these behaviours and acceptance investigated. For comparison, the relationship between classroom behaviour and acceptance of 122 typically developing children from the same classes was examined. The majority of the children with Down syndrome were found to enjoy average levels of acceptance in the class. Although behaviour problems were significantly worse in the children with Down syndrome, poor behaviour did not influence the other children to reject them. There was a different picture for typically developing children where there was a strong relationship between behaviour and peer acceptance. Language skills were also assessed for the children with Down syndrome. The children's language skills were not related to their popularity with the other children. Neither problem behaviours nor language difficulties influenced friendships in or out of the classroom for the children with Down syndrome.
Influence of CHDs on psycho-social and neurodevelopmental outcomes in children with Down syndrome
Cardiology in the Young, 2015
ObjectiveTo evaluate the family psycho-social outcomes of children with Down syndrome and atrioventricular septal defect, and examine the impact of these variables on the child’s neurodevelopmental outcome.MethodsThis was a cross-sectional study that consisted of 57 children with Down syndrome – 20 cases and 37 controls – of ~12–14 months of age. In both groups, we assessed the development of the child, the quality of the child’s home environment, and parenting stress.ResultsCompared with the Down syndrome without CHD group, the atrioventricular septal defect group revealed lower scores in all developmental domains, less optimal home environments, and higher parental stress. Significant differences in development were seen in the areas of cognition (p=0.04), expressive language (p=0.05), and gross motor (p<0.01). The Home Observation for Measurement of the Environment revealed significant differences in emotional and verbal responsiveness of the mother between the two groups. The...
Beliefs Toward Social and Cognitive Competences in People with Down Syndrome
Journal of Intellectual Disability - Diagnosis and Treatment, 2016
The inclusion of a person with intellectual disability, such as Down Syndrome (DS), depends not only on the skills of the person himself, but also on the attitude that other persons have to him. Most of the studies that focused on the attitude towards people with DS did not thoroughly investigate the beliefs on the competences of people with DS. Our aim is to identify the commonly held beliefs towards the social and cognitive competences of people with DS. Specifically, we want to verify if there are any differences among the beliefs held by parents of Typical Development (TD) children, parents of people with DS and people without children. A second aim is to evaluate a possible association between the level of knowledge about the Syndrome and related positive beliefs.363 subjects from 18 to 70 years old (M = 37.56; S.D. = 14.73) were recruited. The sample was divided in three different groups: 1) subjects with TD children; 2) subjects with DS children and 3) subjects without children. An ad hoc self-report questionnaire was administered. Results show that people with Down Syndrome are considered more competent in terms of motor skills, but less competent in social skills. The level of knowledge of the Syndrome correlates positively with beliefs in all competences. There are differences in beliefs between the three groups: parents with DS children have more positive beliefs about all skills, especially as regards the socialization. Knowing the beliefs on the skills of DS people can be very useful, in order to improve inclusiveness of those with DS