School Function in Students With Down Syndrome.
People with Down syndrome (DS) are predisposed to specific areas of relative developmental strength and challenge, but it is unclear whether and how this profile affects participation in school and community settings. In this study we characterized the nature of school participation and performance...
| Publicado en: | American Journal of Occupational Therapy Vol. 68; no. 2; pp. 167 - 177 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Occupational Therapy Association
Mar/Apr2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104042004&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104042004 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02729490 44I jtl: American Journal of Occupational Therapy issn: 02729490 maglogo: N pubinfo: dt: Mar/Apr2014 vid: 68 iid: 2 pid: 6680 pub: American Occupational Therapy Association place: North Bethesda, Maryland artinfo: ui: 104042004 94765801 10.5014/ajot.2014.009274 104042004 ppf: 167 ppct: 10 formats: fmt: @attributes: type: P tig: atl: School Function in Students With Down Syndrome. aug: au: Daunhauer, Lisa A. Fidler, Deborah J. Will, Elizabeth affil: Associate Professor, Human Development and Family Studies, Colorado State University, Fort Collins sug: subj: Academic Performance Down Syndrome Task Performance and Analysis Students with Disabilities Multiple Regression Scales Clinical Assessment Tools Funding Source Students, Elementary Descriptive Statistics Human P-Value Child Child: 6-12 years ab: People with Down syndrome (DS) are predisposed to specific areas of relative developmental strength and challenge, but it is unclear whether and how this profile affects participation in school and community settings. In this study we characterized the nature of school participation and performance of functional tasks in the school context for 26 elementary students with DS (mean age = 7.86 yr; standard deviation = 1.75). Students participated in assessments of cognitive status and language development. Their teachers completed the School Function Assessment (Coster, Deeney, Haltiwanger, & Haley, 1998) questionnaire and a standardized questionnaire on executive functioning (EF). Students demonstrated a pronounced pattern of assistance- and adaptation-related needs across various domains of school function. The strongest predictor of school function was EF skills, as reported by teachers (adjusted R2 = .47, p = .003). Findings from this study should inform future intervention and school-related planning for elementary school students with DS. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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