ISSN:0964-2633    

DOI:10.1111/j.1365-2788.1993.tb00878.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

ABSTRACTChildhood autism is conceptualized as a behavioural syndrome with several different aetiologies. Its prevalence is estimated at about one in every thousand children born. The male:female ratio is considerably higher than in the general population, but possibly not as high as 3–4:1 (as has been suggested for almost 50 years in the literature). A number of specific medical conditions are associated with autism and a comprehensive medical work‐up is required in all cases with pervasive autistic symptomatology. Genetic factors contribute to the development of autism in some cases. Recent neurobiological and psychological studies contribute to a concept of the autistic syndrome as but one of several different syndromes characterized by impaired empathy ski

ISSN:0964-2633    

DOI:10.1111/j.1365-2788.1993.tb00879.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

ABSTRACTNumerous validity studies have shown that the PPVT consistently overestimates mentally retarded persons' IQs. One possible interpretation is that this phenomenon is an outcome of the dissociation between their cognitive level and their experience. Indeed, compared to intellectually average subjects of the same mental age, they have had more learning opportunities, simply because they have lived longer. In order to validate this hypothesis, the French version of the PPVT, Raven's Coloured Progressive Matrices (RCPM), and the 1966 version of the Binet‐Simon were administered to 90 subjects of various chronological ages matched on mental age (30 nonretarded 5 year olds and two groups of 30 retarded subjects aged 10 and 16 years, respectively). The results indicate that CA exerts a strong effect on vocabulary, but not on RCPM performance. The research implications of this finding are discusse

ISSN:0964-2633    

DOI:10.1111/j.1365-2788.1993.tb00880.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

ABSTRACTBetween 6 months and 3 years of age, growth velocity in children with Down's syndrome (DS) is markedly reduced in comparison to that of healthy children. However, after 3 years of age, it is almost normal. Thus, growth retardation becomes pronounced during the period when growth hormone (GH) starts to regulate growth. The present authors report the long‐term effects of GH‐therapy in 16 children with DS, who are being treated for 3 years from the age of 6–9 months. The treatment, Genotropin®, 0–1 U kg−1BW day−1, was started at a mean age of7.4 (6.9) months. The results after 12 (n= 16), 24 (n= 12) and 30 (n = 8) months are presented. The mean height standard deviation score, SDS (range; Swedish standard), before therapy was ‐ 1.8 (−0.5 to −3.1) and the mean head circumference was −1.2 (−0.4 to −3.5). After 12, 24 and 30 months, the mean height SDS were −1.1 (−0.8 to −1.9), −0.9 (0 to −1.5) and −0.9 (0.1 to ‐ 1.5) and the mean head circumference SDS were −1.1 (0 to −2.5), ‐ M (0 to −2.2) and −1.2 (−0.5 to −2.0), respectively. During hGH‐treatment, the children with DS thus gained height during the first year, and then followed the growth rate of healthy Swedish children. When compared to growth charts for children with DS the mean height of these children started at the fiftieth centile and reached the ninety‐fifth centile after 24 months of treatment. Head circumference only slightly increased during the therapy, and not to the same extent as height. This indicates that small head circumference in DS is not only an ef

ISSN:0964-2633    

DOI:10.1111/j.1365-2788.1993.tb00881.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

ABSTRACTThis 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 disc

ISSN:0964-2633    

DOI:10.1111/j.1365-2788.1993.tb00882.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

ABSTRACTThe policy of inclusion (mainstreaming) of children with an intellectual disability in regular schools has raised questions about the extent to which ‘true’ integration is possible. One important aspect of integration is social acceptance by the regular class children. The purpose of this study was to determine the attitudes of children in primary and intermediate classrooms towards children with an intellectual disability housed in satellite classrooms at public schools. Teachers in the satellite classrooms completed a school integration questionnaire. Attitudes towards and the social distance afforded children in satellite classrooms were relatively positive across all children, especially girls. In particular, attitudes were more positive in schools which had more vigorous administrative policies concerning academic and social integration. The results are discussed in terms of current mainstreaming policies for children with intellectual disabilit

ISSN:0964-2633    

DOI:10.1111/j.1365-2788.1993.tb00883.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

ABSTRACTA Swedish survey suggests that less than 10% of. children with Down's syndrome between 7 and 10 years of age are able to read a simple text. Children with Down's syndrome in a programme for early language intervention show clear progress in reading ability. The programme focuses on general language development, auditory and visual perception, and fine‐motor ability. Prereading skills are stimulated in a systematic way such as identifying and discriminating sound‐patterns at the level of the word, the syllable and the segments, and children are helped to categorize forms, to discriminate and understand pictures, to recognize the direction of reading, and to realize the grapheme‐phoneme correspon

ISSN:0964-2633    

DOI:10.1111/j.1365-2788.1993.tb00884.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

ABSTRACTChanges in the cognitive, communicative and interactive development of a group of six girls with Rett syndrome (three younger and three older) were documented over a 3‐year period. All six maintained a profound level of intellectual performance and a preintentional level of communication in which caregivers assigned meaning to the girls' limited behaviours. However, marked individual variation was noted in both cognitive and social interaction skills. The study supported the notion of an increased perception of social interactiveness by the caregivers over time. The development of means‐end behaviour, in particular, seems closely linked with the measured Increase in behaviours inferred as communicative. However, the results also show that factors such as cogniiive level, physical status and educational intervention may be related to this percept

ISSN:0964-2633    

DOI:10.1111/j.1365-2788.1993.tb00885.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

ISSN:0964-2633    

DOI:10.1111/j.1365-2788.1993.tb00877.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY