Down Syndrome is a condition when the 21st chromosome contains one extra copy of chromosome, making 47 chromosomes instead of 46. That is why it is also called Trisomy 21. There are three types of Down Syndrome namely Standard Trisomy 21, Translocation, and Mosaic. The vast majority of Down Syndrome victims that is 94 contains Standard Trisomy 21. If the extra chromosome 21st material is attached to another chromosome it is called Translocation and it contains 4 of the people having Downs syndrome. The least found Down Syndromes type is Mosaic. In this condition only some of the cells have that extra chromosome 21. Mosaic has only 2 participation among Downs syndrome people (Cuckle, 2005).
Brief Literature Review
The diagnosis of the child for having a downs syndrome is possible in multiple ways. At the very beginning stage, the fetus can be analyzed for this problem by advanced genetic engineering methods- in which the cells or blood or tissues from the fetus or the mothers womb are analyzed for its DNA makeup, which reveals whether the child is having a downs syndrome or not. This kind of diagnosis is done usually in the first 15 to 20 weeks of pregnancy. While if a baby is born, the diagnosis for Downs syndrome is easy as just by looking at the baby a person can tell whether heshe is normal or not. The typical signs that a Downs syndrome child is born with is a single palm line, a flattened rear head, bulging eyes, small mouth cavity. These symptoms when identified can then be grouped with a DNA analysis to confirm the signs for a Downs syndrome.
Feeley (2008) conducted a study in which trial teaching methods were used using multiple baseline design across responses to start spontaneous responses in a preschooler with Down syndrome. Spontaneity has been addressed in children with Down syndrome using interventions of teaching kids for expressions, greetings, spontaneous requests and comments. Apart from this naturalistic teaching strategies have been used as an intervention for spontaneous communication in children with Down Syndrome (Feeley, 1999).
The intervention included distinct trial instructions, which was inclusive of a number of prospects closely associated with one another. These were given to check for the quality of responses that were produced they were followed by a programmed reinforcer. Each intervention episode contained 10 prospects, and they were each carried out on a daily basis. Accurate and precise response was obtained during the first three sessions.
David is a 6-yr old boy with Down syndrome admitted in a general education kindergarten school. He is a roman catholic and belongs to middle social class. His father - Henkel - is an interior designer and mother - Merlyn - is a dental hygienist. He is fourth of five children family whose daily activities include rising up early (around 530am), visiting relatives and friends, and participating in different gaming activities of his elder siblings so, he is living a quite busy life.
Davids teachers observe that most of the time he remains tired and sometimes shows disobedience and gets irritated, thus pushes books away. Davids parents are told about his challenging behavior. Davids parents and teachers investigate and soon conclude that he shows this noncompliant behavior and refuses to simple demands while performing academic activities on days with improper sleep a night before.
So, they start intervention process to address his problem - lack of sleep. Davids parents inform his teachers about his daily activities and especially when he doesnt get full sleep. Whenever he comes to class without having proper sleep, his teachers lessen his involvement in academic activities, and engage him in highly preferred activities.
Davids teachers get most of the academic tasks done through his gaming activities, e.g. rather than asking him to complete a workbook page of counting, he is asked to play a table top bowling game where he counts the number of pins so, the same objective is achieved through highly preferred occupation.
If Davids teachers and parents continue these intervention strategies throughout his schooling, David will improve his behavior substantially.
Synthesis of Information
Majority of children with Down syndrome face sleep disorders. The problem has been classified into many types, and many of them are abnormal like sleep apnea. Sleep apnea is the most challenging condition afflicting children with Down syndrome(Stoneman, 1997). Apart from affecting the physical well-being of the child, sleep apnea also disturbs his routine life that can clearly be observed in its school performance.
It is important that sleep patterns along with behavioral issues of a child with Down syndrome should be well examined, so that the child having this problem could be treated effectively. The child irritates, behaves aggressively and also shows signs of hyperactivity. Moreover, this sleep disorder also affects his concentration span that decreases his learning abilities.
Night waking can result badly for both the child and his family. A child, with Down syndrome who is non-compliant in his daytime behaviors, should be assessed for the quality and quantity of sleep. Parents should design a program to improve his sleep in order to improve his daytime behaviors.
The sleep disturbance can lead to stress within the family and interferes the parent-child relation, maternal malaise, increases fatique and stress, and results in the form of abuses. There are many interventions that can be performed by parents themselves in this particular disorder. Occupational therapist cannot play better role in this problem. Parents should implement sleeping timings and prevent the occurrence of sleep disturbances. In most cases, physical problem like otitis media is the underlying reason it should be considered.
Brief Literature Review
The diagnosis of the child for having a downs syndrome is possible in multiple ways. At the very beginning stage, the fetus can be analyzed for this problem by advanced genetic engineering methods- in which the cells or blood or tissues from the fetus or the mothers womb are analyzed for its DNA makeup, which reveals whether the child is having a downs syndrome or not. This kind of diagnosis is done usually in the first 15 to 20 weeks of pregnancy. While if a baby is born, the diagnosis for Downs syndrome is easy as just by looking at the baby a person can tell whether heshe is normal or not. The typical signs that a Downs syndrome child is born with is a single palm line, a flattened rear head, bulging eyes, small mouth cavity. These symptoms when identified can then be grouped with a DNA analysis to confirm the signs for a Downs syndrome.
Feeley (2008) conducted a study in which trial teaching methods were used using multiple baseline design across responses to start spontaneous responses in a preschooler with Down syndrome. Spontaneity has been addressed in children with Down syndrome using interventions of teaching kids for expressions, greetings, spontaneous requests and comments. Apart from this naturalistic teaching strategies have been used as an intervention for spontaneous communication in children with Down Syndrome (Feeley, 1999).
The intervention included distinct trial instructions, which was inclusive of a number of prospects closely associated with one another. These were given to check for the quality of responses that were produced they were followed by a programmed reinforcer. Each intervention episode contained 10 prospects, and they were each carried out on a daily basis. Accurate and precise response was obtained during the first three sessions.
David is a 6-yr old boy with Down syndrome admitted in a general education kindergarten school. He is a roman catholic and belongs to middle social class. His father - Henkel - is an interior designer and mother - Merlyn - is a dental hygienist. He is fourth of five children family whose daily activities include rising up early (around 530am), visiting relatives and friends, and participating in different gaming activities of his elder siblings so, he is living a quite busy life.
Davids teachers observe that most of the time he remains tired and sometimes shows disobedience and gets irritated, thus pushes books away. Davids parents are told about his challenging behavior. Davids parents and teachers investigate and soon conclude that he shows this noncompliant behavior and refuses to simple demands while performing academic activities on days with improper sleep a night before.
So, they start intervention process to address his problem - lack of sleep. Davids parents inform his teachers about his daily activities and especially when he doesnt get full sleep. Whenever he comes to class without having proper sleep, his teachers lessen his involvement in academic activities, and engage him in highly preferred activities.
Davids teachers get most of the academic tasks done through his gaming activities, e.g. rather than asking him to complete a workbook page of counting, he is asked to play a table top bowling game where he counts the number of pins so, the same objective is achieved through highly preferred occupation.
If Davids teachers and parents continue these intervention strategies throughout his schooling, David will improve his behavior substantially.
Synthesis of Information
Majority of children with Down syndrome face sleep disorders. The problem has been classified into many types, and many of them are abnormal like sleep apnea. Sleep apnea is the most challenging condition afflicting children with Down syndrome(Stoneman, 1997). Apart from affecting the physical well-being of the child, sleep apnea also disturbs his routine life that can clearly be observed in its school performance.
It is important that sleep patterns along with behavioral issues of a child with Down syndrome should be well examined, so that the child having this problem could be treated effectively. The child irritates, behaves aggressively and also shows signs of hyperactivity. Moreover, this sleep disorder also affects his concentration span that decreases his learning abilities.
Night waking can result badly for both the child and his family. A child, with Down syndrome who is non-compliant in his daytime behaviors, should be assessed for the quality and quantity of sleep. Parents should design a program to improve his sleep in order to improve his daytime behaviors.
The sleep disturbance can lead to stress within the family and interferes the parent-child relation, maternal malaise, increases fatique and stress, and results in the form of abuses. There are many interventions that can be performed by parents themselves in this particular disorder. Occupational therapist cannot play better role in this problem. Parents should implement sleeping timings and prevent the occurrence of sleep disturbances. In most cases, physical problem like otitis media is the underlying reason it should be considered.
No comments:
Post a Comment