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School Function in Students With Down Syndrome/ Lisa A. Daunhauer; Deborah J. Fidler; Elizabeth Will

Creator: Daunhauer LA.
Creators: Fidler DJ | Will E.
Material type: ArticleArticle Media type: Article Subject(s): Cognició | Funció executiva | Infants amb necessitats especials | Síndrome de Down | Task performance and analysis | Teràpia Ocupacional a les escoles | Cognition | Elementary schools | Executive functioning | Languages | Motor activity | Safety | SCHOOL FUNCTION ASSESSMENT | Task performance and analysis | Teacher | Weight measurement scalesOnline resources: Accés restringit usuaris EUIT In: The American Journal Of Occupational Therapy 2014 MAR-ABR; 68 (2): 167-176Summary: 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.
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Item type Current library Collection Call number URL Status Notes Date due Barcode
Journal article Journal article Escola Universitària d'Infermeria i Teràpia Ocupacional de Terrassa Internet En línia Text complet Exclòs de préstec (Accés restringit) Consulta en línia ART-39391

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