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Accelerating the development of down’s syndrome infants and young children

Clunies-Ross, G.
Abstract:
This study examined the effect of the DISTAR programs on the development of 36 preschool students with Down syndrome. Students received instruction with the DISTAR programs from four months to two years. Parents of the students received training in providing additional instruction at their homes. Student development was measured in terms of language, social, self-care, cognitive, fine-perceptual motor, and gross motor. Students were administered the Early Intervention Development Profile (EIDP) for pre- and posttest measures. Results indicate a continuous improvement in development status of all children. Students who entered the program at an earlier age demonstrated the greatest benefits. After 12-24 months of instruction, nine of the 29 students from the 1976 and 1977 groups achieved developments at or above norms for their chronological ages in one or more areas of development. After two years in the project, one student attained a Peabody Picture Vocabulary Test IQ of 112. In all areas except for gross motor skills and self-care, her achievements exceeded the developmental norms for her age. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1979
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
DISTAR Reading; DISTAR Language; DISTAR Arithmetic; students with Down syndrome; parent tutoring; social skills; self-care; cognitive development; motor skills
Source:
The Journal of Special Education
Volume:
13
Number:
2
Pages:
169-177
Design type:
Pretest Posttest Norm Comparison Design
Fidelity monitored:
No
Students included:
Students with learning disabilities, students with Down syndrome, preschool students
Other tags:
Early Intervention Development Profile, Peabody Picture Vocabulary Test
Location/Setting:
Australia, preschool, student homes
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