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

The ABAS II is a comprehensive measure that assesses an individual’s behavior scale. It was developed by Patti Harrison and Thomas Oakland based on information gathered in a matter of eight years. The standardization has samples for the Parent/Primary Caregiver and Teacher/Daycare Provider Forms for children ages birth to five years comprised 2,100 individuals. The standardization samples for the Parent and Teacher Forms, and Adult Form is comprised of 5,270 individuals that represent the U.S. population. (Harrison & Oakland, 2008) ABAS-II was designed to assess how a person responds to daily demands, and to determine eligibility for services. The ABAS-II has new features in its test that encompass infant-pre-school rating forms, and it has an expanded structure that focuses on the current American Association of Mental Retardation (AAMR). (Sattler, 2002)

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

9). According to Jackson, Cavenagh, and Clibbens (2014), links have been suggested between communication difficulties and self-esteem. Research by Foley et al. (2014b) found that young adults with Down syndrome experience increased rates of emotional and behavioral problems compared with the general population. Furthermore, the research by McCarthy (2008) found that children with Down syndrome at risk for severe behavior disorder in adult life may be identified in childhood and appropriate interventions offered to reduce their

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.

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.

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

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.

I accessed this journal article on EBSCOhost. The authors in this study are Teri Todd, Greg Ried, and Lynn Butler – Kisber. Teri Todd is with Adapted Physical Education Department at California State University. Both Greg Reid and Lynn Butler – Kisber are with McGill University in Montreal, Canada. Greg Reid is with the Department of Kinesiology and Physical Education and Lynn Butler – Kisber is with the Department of Integrated Studies in Education. The purpose of this study was to investigate the impact of an intervention program that included goal setting, self – monitoring, and self – reinforcement on sustained physical activity. The participants in this study included three students (Lisa, Mark, and Daniel) with autism spectrum disorder,

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