Mathematics interventions for children and adolescents with Down syndrome: a research synthesis.
Background Many children and adolescents with Down syndrome fail to achieve proficiency in mathematics. Researchers have suggested that tailoring interventions based on the behavioural phenotype may enhance efficacy. Method The research questions that guided this review were (1) what types of mathem...
| Publicado en: | Journal of Intellectual Disability Research Vol. 59; no. 8; pp. 767 - 784 |
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| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2015
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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=109815398&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109815398 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09642633 EUL jtl: Journal of Intellectual Disability Research issn: 09642633 maglogo: Y pubinfo: dt: Aug2015 vid: 59 iid: 8 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 109815398 103686614 10.1111/jir.12188 NLM25712675 109815398 ppf: 767 ppct: 17 formats: fmt: @attributes: type: P tig: atl: Mathematics interventions for children and adolescents with Down syndrome: a research synthesis. aug: au: Lemons, C. J. Powell, S. R. King, S. A. Davidson, K. A. affil: Department of Special Education, Peabody College of Vanderbilt University sug: subj: Mathematics Down Syndrome In Adolescence Phenotype Systematic Review Psycinfo ERIC Database Coding Human Descriptive Statistics Data Analysis Software Behavior Child Adolescence Child: 6-12 years Adolescent: 13-18 years ab: Background Many children and adolescents with Down syndrome fail to achieve proficiency in mathematics. Researchers have suggested that tailoring interventions based on the behavioural phenotype may enhance efficacy. Method The research questions that guided this review were (1) what types of mathematics interventions have been empirically evaluated with children and adolescents with Down syndrome?; (2) do the studies demonstrate sufficient methodological rigor?; (3) is there evidence of efficacy for the evaluated mathematics interventions?; and (4) to what extent have researchers considered aspects of the behavioural phenotype in selecting, designing and/or implementing mathematics interventions for children and adolescents with Down syndrome? Nine studies published between 1989 and 2012 were identified for inclusion. Results Interventions predominantly focused on early mathematics skills and reported positive outcomes. However, no study met criteria for methodological rigor. Further, no authors explicitly considered the behavioural phenotype. Conclusions Additional research using rigorous experimental designs is needed to evaluate the efficacy of mathematics interventions for children and adolescents with Down syndrome. Suggestions for considering the behavioural phenotype in future research are provided. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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