Early Language Intervention Using a Joint Action Routine : Teaching a Down Syndrome Child
نویسندگان
چکیده
منابع مشابه
Teaching spontaneous responses to a young child with Down syndrome.
Children with Down syndrome experience significant communication impairments, particularly in expressive language. Although receiving little attention in the literature, deficiencies in expressive language are likely to affect spontaneous communicative responses in children with Down syndrome. In this study, using a multiple baseline design across responses, we demonstrated the effectiveness of...
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Background. Dravet syndrome (DS) is an early-onset epileptic encephalopathy that leads to gross and fine motor skills deficits. Objectives. This study aimed to evaluate the results of a motor intervention program in a child with DS. Methods. We analyzed uma child with DS during the 3-year intervention in Physical Education. Interviews with the child’s mother and the teachers’ class diary were...
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There are some rare but probable devastating complications following any rhinoplasty. Charlin’s syndrome is a typical one. It is completely related to the external nasal nerve. In this report, we are presenting a 21-year-old female with signs and symptoms of Charlin’s syndrome, persisting for 4 years after a routine septorhinoplasty operation. Surgery was uneventful and the patient ...
متن کاملResponsive teaching: early intervention for children with Down syndrome and other disabilities.
Responsive Teaching is an early intervention curriculum designed to address the cognitive, language, and social emotional needs of young children with developmental problems. This innovative intervention model was derived from research conducted primarily with children with Down syndrome and their mothers. Results from these studies indicated that during the early childhood years, parents promo...
متن کاملEfficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial
BACKGROUND This study evaluates the effects of a language and literacy intervention for children with Down syndrome. METHODS Teaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children r...
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ژورنال
عنوان ژورنال: The Japanese Journal of Special Education
سال: 1991
ISSN: 0387-3374,2186-5132
DOI: 10.6033/tokkyou.28.15