Use Of A Token Economy Increase Running On Command Of A Child With Down Syndrome

Early beliefs suggest that the relationship was rare (Rutter and Hersov 1985). Warner et al (2014) emphasise that the most recent research shows otherwise and there is now a significant minority of patients with DS that make the diagnostic criteria for ASD. Moss et al (2013) state that these patients present with stereotypical behaviours which includes over activity, impulsivity and self-injurious behaviour. This could be a resulting factor as to why children and young people with learning disabilities (LD) have greater hospital admissions an greater lengths of hospital stay than children without LD (Oulton (2013). McDowell and Craven (2011) say that children with DS on average spend 2–3 times more time in hospital than those without Down’s syndrome.

Downs syndrome-anyone who has downs syndrome is likely to have some level of learning disability, usually children are able to do the majority of tasks themselves, however they may reach certain milestones slightly later than some of their peers. ADD/ADHD-children with this diagnosis can suffer with many difficulties as they grow, they may be irritable, can be

Children’s development is influenced by a variety of different personal factors. Such factors can include Cerebral palsy, downs syndrome, dyslexia, and many more.

Down Syndrome Video Case Analysis "Educating Peter" Jessica Goldberg SPE 222: Orient to Ed Exceptional Child (2018 Spring - B) Arizona State University The video, “Educating Peter”, was very eye opening and educating to watch. The video talks about a student Peter Gwasdauskis, who has down syndrome and the trials and tribulations that he went through in his first year of public school. Peter is seen as inconsistent and unpredictable, which caused the teacher to watch other children carefully and Peter very carefully. The students all individually took charge of the unique and uncomfortable situations that occurred in class. The students either firmly told Peter that they did not like what he was doing, or they helped him so if he was struggling with his work he was pushed into the right direction.

“Down’s syndrome or learning difficulties are at a lower risk of 4 in 10 infants per 1000 live infants born”.

The researcher conducted a longitudinal study over a span of two-years on 83 children who met the criteria. The children that were chose had disabilities ranging from ASD to developmental disabilities including Down syndrome. Each child was given an

The PEO model is an appropriate tool to use to diagnose a person with Down Syndrome (DS) and motor disabilities. The PEO model of practice has three main components which include the person (P), environment (E), and occupation (O), which will be used for the interventions in this case study. According to Rousseau, Potvin, Dutil, and Falta (2002), knowing the individual’s environment and how it interacts with the person is one of the essential key factors needed to provide effective treatment and intervention in occupational therapy. More specifically, the interaction between the person and the environment are major considerations to gain normal abilities because the nature of the DS is different compared to the other diagnosis. Down syndrome

Down syndrome is a type of genetic disorder that stems from an abnormal increase in the production of a specific chromosome which is a person’s genetic blueprint. The results of the additional genetic material alters the normal course of development experienced by people and causes the characteristics associated with Down syndrome. Down syndrome is most “A few of the common physical traits of Down syndrome are low muscle tone, small stature, an upward slant to the eyes, and a single deep crease across the center of the palm” (National Institute of Health 2015) In addition, “physical development in children with Down syndrome is often slower than development of children without Down syndrome. For example, because of poor muscle tone, a child with Down syndrome may be slow to learn to turn over, sit, stand, and walk”. (A.D.A.M Medical Encyclopedia, 2012) although they also stated that eventually children with Down syndrome will be able to reach these important milestones.

The acquisition of language is essential to the development of a child. Though some children are born genetically mutated, specifically children with Down’s syndrome, the capabilities of acquiring language during developmental markers is far less than a child with just 21 chromosomes. Parents and/or guardians of infants and toddlers with Down’s syndrome believe that their child will one day be able to verbally communicate with them. They presume the possibility, but does research support their beliefs? For the purpose of this paper, the child from infancy through three-years old will be discussed in regards to the developmental domain that are affected by Down’s syndrome. The undeniable assumption is if an institution provides early intervention for an infant or toddler with Down’s syndrome, then that child’s social-emotional and language will be affected.

According to Libby Kumin and the National Down Syndrome Society “Factors that can contribute to speech intelligibility problems include: articulation problems with specific sounds, low oral-facial muscle tone, difficulty with sensory processing and oral tactile feedback, use of phonological processes (e.g. leaving off final sounds in words) and difficulties in motor planning for speech.” I had a couple of students in my class that have down syndrome. They received speech therapy twice a week to help with some of these disorders previously mentioned. These communication disorders make it hard for the student to communicate which teachers, peers, cafeteria staff and bus drivers. If they are unable to be understood because of articulation disorders it can often lead to frustration and behavior problems.

I administered the Arc’s Self-Determination Scale (Adolescent Version) to an 18 year-old girl named Madie who was diagnosed with Down syndrome. She attends Belleville East High School in a self-contain program. I administered this report to her on Thursday, April 12, 2018. I also administered the Arc’s Self-Determination Scale (Adolescent Version) during breakfast time. Breakfast time is done in the cafeteria during 8:25 to 9:15 with just students from this program. I administered the 72 items and its divided four sections. The four section I administered to this girl was Autonomy, Self-Regulation, Phycological Empowerment and Self-Realization.

According to (Rolon-Arroyo, Arnold, & Hunt 2014), CD is characterized by behavior that violates the rights of others which affects 10% of the youth. CD symptoms emerge during preschool years and are often confused with typical development in young children. Researchers have conducted studies with families that are experiencing behavioral issues in young children. often these behaviors resembled normal development and it is unclear when to label these physical and aggressive behavior in young children as early onset of CD. When symptoms of CD are present it is a sign that other disorders are emerging, such as Oppositional Defiant Disorder (ODD) and Attention Hyperactive Deficit Disorder (ADHD). Researchers have gathered data and studies have been conducted to help identify what are the contributing factors for the development of these disorders in children. Data gathered in the last ten years found that ODD is the most common prevalent childhood disorder (Pederson & Fite 2014). Researchers found that negative parenting affects the behavior of children and can be identified as early as infancy. When early onset of CD is present, it leads to other externalizing of negative behaviors and can lead to early onset of

This research paper is written using three sources that cover the research of reinforcement in children with disorders. The three articles used for this assignment refer to children with Autism, Attention deficit hyperactivity disorder and the diversity of disorders among special education classrooms; including cerebral palsy and down syndrome.

Children with down syndrome develops a speech impediment and its harder for them to learn how to speak properly and clearly. Their development is also slower than a regular child would have developed it. The children experience two types of expressive difficulty-delay in mastering sentence structures and grammar, and specific difficulties in developing clear speech production(https://www.dseinternational.org). The child could get frustrated when they're trying to say something and that could lead to bad behavior sometimes. This also could lead to delay other learning development for the

“Children with early developmental delays are at heightened risk for behavior problems and co-morbid psychopathology [; relating to more than one disorder or disease occurring at the same time]” (Gerstein, E. D.et al, 2011).