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Hearing loss in school children with down syndromeLeung, Kwong-ki. January 2006 (has links)
Thesis (M. Sc.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.
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Nivel de Adaptación Psicosocial de las Madres y su Relación con la Práctica de Estimulación Temprana al Niño Down de 0 a 6 Años del CEE Félix y Carolina de Repetti. Tacna 2012Delgado Pilco, Diana Carolina 13 September 2013 (has links)
El presente trabajo es una investigación científica de tipo descriptivo, correlacional, que tiene como objetivo determinar la relación que existe entre el Nivel de Adaptación Psicosocial de las madres y la Práctica de Estimulación Temprana al Niño Down de 0 a 6 años del CEE Félix y Carolina de Repetti Tacna – 2012. La población estudiada fueron las Madres de niños Down de 0 a 6 años en una muestra de 25 Madres que matricularon a sus hijos en dicha Institución Educativa. Se utilizaron instrumentos validados para que determinen el Nivel de Adaptación Psicosocial de las madres y la Práctica de Estimulación Temprana al Niño Down. En conclusión, de acuerdo a los resultados tenemos que existe relación significativa entre el Nivel de Adaptación Psicosocial de las Madres con la Práctica de Estimulación Temprana al Niño Down (P=0,004), es decir, que cuando aumenta el Nivel de Adaptación Psicosocial de las madres, hay un incremento de la proporción de la Práctica de Estimulación Temprana al Niño Down.
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Impact of word prediction & symbol-supported writing software on written output of students with Down syndromeMcCartney, Joanne 11 1900 (has links)
This study examined the effectiveness of two types of assistive technology for writing instruction of students with Down syndrome in British Columbia. Students received either Clicker 5, a symbol-supported writing software program; or Co:Writer, a word prediction software program designed to support written output. Data collection was conducted between January-June 2007 (Year 1) and October-May 2008 (Year 2). Clicker 5 was provided to 43 students in Year 1 (17 of whom also participated in the study during Year 2) and was designed to support early and emergent literacy development. Co:Writer was provided to 18 students in Year 1 (2 of whom also participated in the study during Year 2) and was designed to support text writing. Each month during both school years, teachers were asked to complete an on-line survey with questions related to their impressions of the impact of the technology and other variables. Students in the Clicker group produced 10-minute monthly writing samples about a selected topic using a Clicker grid designed by the research team. Students in the Co:Writer group produced one handwritten and one Co:Writer-supported 10-minute writing sample every month about the specified topic. Data were analyzed with regard to writing rate, spelling accuracy (Co:Writer group only), and quality (measured both analytically and holistically). Results for dependent measures of writing for the Clicker group were variable but provided some support for the use of symbol-supported writing software for producing meaningful written output. The Co:Writer group was more accurate with regard to spelling and grammar while using Co:Writer compared to handwriting. The results are discussed in terms of the practical implications, limitations, and areas for future research.
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The development of visual attention in persons with autism / / Development of visual attention in autismGrivas, Anna January 2004 (has links)
A forced choice reaction time (RT) task was used to assess developmental changes in filtering and the related ability to narrow the focus of the attentional lens among persons with autism as compared to a group of typically developing children matched on different standardized measures. The participants included 35 persons with autism (CAs between 8.3 and 13.2 years, M = 9.8 years) and 35 typically developing children (CAs between 4.8 and 7.3 years, M = 5.9 years) between the mental ages (MA) of 5 and 8 years. The measures used for matching include the Leiter International Performance Scale - Revised (Leiter-R; Roid and Miller, 1997), the Peabody Picture Vocabulary Test - Third Edition (PPVT-III; Dunn and Dunn, 1997), and the Expressive One Word Vocabulary Test (EOWVT; Gardner, 1990). The conditions varied with regard to the presence or absence of distractors, their proximity (none, close, and far) to a target stimulus, and the presence or absence of a visual window within which the target stimulus was presented. (Abstract shortened by UMI.)
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Counting and sequential processing in children with Down Syndrome and typically developing children / Counting in children with Down SyndromeWaxman, Natalie. January 2007 (has links)
The development of numerical skills in children with Down syndrome is an area of research that has been neglected in the literature despite overwhelming evidence of its importance, both pedagogically, and for everyday functioning. The present study examines two important sub-skills of numeracy. Twelve boys with Down syndrome were compared to 24 typically developing boys (matched on verbal mental age and on chronological age) on two novel, computerized tasks designed to measure sequential processing and counting. Boys with Down syndrome performed comparably to both groups of typically matched controls on the sequential task. However, differences emerged when boys with Down syndrome were required to point and attribute meaning to each step on the counting task. These findings offer novel insights into the development of number skills and provide important data that can aid in the creation of syndrome-specific education strategies to maximize the potential of children with Down syndrome.
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Dermatoglyphics and family studies in mongolismAndermann, E. (Eva) January 1966 (has links)
No description available.
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Impact of word prediction & symbol-supported writing software on written output of students with Down syndromeMcCartney, Joanne 11 1900 (has links)
This study examined the effectiveness of two types of assistive technology for writing instruction of students with Down syndrome in British Columbia. Students received either Clicker 5, a symbol-supported writing software program; or Co:Writer, a word prediction software program designed to support written output. Data collection was conducted between January-June 2007 (Year 1) and October-May 2008 (Year 2). Clicker 5 was provided to 43 students in Year 1 (17 of whom also participated in the study during Year 2) and was designed to support early and emergent literacy development. Co:Writer was provided to 18 students in Year 1 (2 of whom also participated in the study during Year 2) and was designed to support text writing. Each month during both school years, teachers were asked to complete an on-line survey with questions related to their impressions of the impact of the technology and other variables. Students in the Clicker group produced 10-minute monthly writing samples about a selected topic using a Clicker grid designed by the research team. Students in the Co:Writer group produced one handwritten and one Co:Writer-supported 10-minute writing sample every month about the specified topic. Data were analyzed with regard to writing rate, spelling accuracy (Co:Writer group only), and quality (measured both analytically and holistically). Results for dependent measures of writing for the Clicker group were variable but provided some support for the use of symbol-supported writing software for producing meaningful written output. The Co:Writer group was more accurate with regard to spelling and grammar while using Co:Writer compared to handwriting. The results are discussed in terms of the practical implications, limitations, and areas for future research.
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Zweisprachigkeit bei Kindern mit Down-SyndromOstad, Johanne January 2006 (has links)
Zugl.: Berlin, Humboldt-Univ., Diss., 2006
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Three-dimensional motion of the center of mass and energetic cost across a variety of walking speeds a comparison between adults with and without Down syndrome /Agiovlasitis, Stamatis. January 1900 (has links)
Thesis (Ph. D.)--Oregon State University, 2008. / Includes bibliographical references (leaves 93-94).
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Linear measurements and proportional relationships of facial height and depth in the Down's syndrome a dissertation submitted in partial fulfillment ... in pedodontics ... /Clark, James William. January 1976 (has links)
Thesis (M.S.)--University of Michigan, 1976.
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