Down Syndrome

Down Syndrome - congenital disorder characterized by mild to severe mental retardation, slow physical development, and characteristic physical features. Down syndrome affects about 1 in every 1,000 live births and occurs in all populations equally. It was first described in 1866 by an English physician, J. Langdon Down. In 1959 a French physician, Jerome Lejeune, discovered that the syndrome was caused by an extra chromosome. It was later discovered that this extra chromosome appears as a third chromosome attached to the 21st of the 23 pairs of chromosomes normally present in the human genome. This third chromosome gives rise to the alternate name trisomy 21.

The extra genetic material is responsible for the physical characteristics of the syndrome: low muscle tone, flattish facial features, an upward slant to the eyes and epicanthal folds (which were the basis for the former name, mongolism), a single crease across the palm, hyperflexibility of the joints, and a displastic middle phalanx on the fifth finger. People with Down syndrome have an increased incidence of infection, childhood leukemia, congenital heart defects, and respiratory problems, but modern medical treatment has improved the life expectancy from 9 (in 1910) to 55 (in 1995).

Mental retardation varies widely, from minimal to severe. The great majority of those who have the disorder attend public schools and as adults can live independently or in group homes. After age 35 individuals with the syndrome develop the neurological changes of Alzheimer's disease, and many develop the dementia that accompanies them.

Eighty percent of children with Down syndrome are born to women under 35 years of age, but the incidence of Down syndrome births does increase with age. Approximately 5% of cases are transmitted by the sperm. Amniocentesis or chorionic villus sampling can be used to detect the disorder in the fetus. Children born to women with Down syndrome have a 50% chance of having the disorder.

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Down Syndrome

1.

Families and Their Children with Down's Syndrome: One Feature in Common
by Elizabeth A. Byrne, Cliff C. Cunningham, Patricia Sloper. 160 pgs.

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Title Page

Contents

Acknowledgements

1: Perspectives on the Family

2: The Manchester Down’s Syndrome Cohort Study

3: The Children: Their Activities, Friends, Sisters and Brothers

4: The Children and Their Parents

5: The Families: Activities and Relationships

6: The Families: Relatives, Friends and Other Families

7: Professionals and Services (1)

8: Professionals and Services (2)

9: Conclusions and Implications

Bibliography

Appendix

Index
2.

Early Intervention in Transition: Current Perspectives on Programs for Handicapped Children (Chap. 3 "Down Syndrome and Cognitive Enhancement: Not like the Others")
by Kofi Marfo. 354 pgs.

Book

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The growing prominence of ecological and social systems perspectives in the child development and family studies fields is having a significant impact on the conceptualization and delivery of early intervention services. The exclusive focus on the handicapped or developmentally delayed child is gradually giving way to a much broader focus on the family as a system. This book brings together the conceptual and empirical work of a number of scholars whose current research is at the leading edge of these shifts. Marfo's volume has an international appeal--but perhaps more significantly it affords American researchers a unique opportunity to learn more about the intervention field.

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Title Page

Contents

Preface

Acknowledgments

I Thematic Issues

1: Overview of Trends and Issues in Early Intervention Theory and Research

References

2: Toward an Etiology-Specific Strategy of Early Intervention with Handicapped Children

References

3: Down Syndrome and Cognitive Enhancement: Not like the Others

References

4: Family-Focused Intervention: Clinical, Training, and Research Implications

References

5: The Transactional Model of Early Home Intervention: Application With Developmentally Delayed Children and Their Families

References

Note

6: At the Crossroad: Reviewing and Rethinking Interaction Coaching

References

7: The Maternal Directiveness Theme In Mother-Child Interaction Research: Implications for Early Intervention

References

II International Perspectives

8: Early Intervention in the United States

References

9: The Evolution and Current Status of Early Intervention in Canada

References

10: The Changing Face of Early Intervention in Australia: Following Fads and Fashions?

Summary

11: Early Intervention in the United Kingdom: Historical Perspectives and Current Provision

Author Index

Subject Index

Contributors
3.

Emotional Development in Atypical Children (Chap. 6 "Expression and Understanding of Emotion in Atypical Development: Autism and Down Syndrome")
by Michael Lewis, Margaret Wolan Sullivan. 286 pgs.

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Contents

Preface

REFERENCES

1: Expressivity in Physically and Emotionally Handicapped Children

REFERENCES

ACKNOWLEDGMENTS

2: Reading and Responding to Social Signals

REFERENCES

ACKNOWLEDGMENT

3: The Role of Situation and Child Status on Emotional Interaction

REFERENCES

4: Nonverbal Communication, Joint Attention, and Early Socioemotional Development

ACKNOWLEDGMENT

REFERENCES

5: Emotions in Cocaine-Exposed Infants

REFERENCES

ACKNOWLEDGMENT

6: Expression and Understanding of Emotion in Atypical Development: Autism and Down Syndrome

REFERENCES

7: Inhibited Children Talk About Themselves: Self-Reflection on Personality Development and Change in 7-Year-Olds

ACKNOWLEDGMENT

REFERENCES

8: Attributional Beliefs of Persons With Mild Mental Retardation

REFERENCES

9: Emotional Competence in Children With Externalizing and Internalizing Disorders

ACKNOWLEDGMENTS

REFERENCES

10: Development of the Self-Conscious Emotions in Maltreated Children

ACKNOWLEDGMENTS

REFERENCES

11: Emotion Understanding in Maltreated Children: Recognition of Facial Expressions and Integration With Other Emotion Cues

REFERENCES

12: Socioemotional Assessment for Atypical Infants and Preschoolers

REFERENCES

Author Index

Subject Index
4.

Developmental Language Disorders: From Phenotypes to Etiologies (Chap. 5 "Language, Social Cognition, Maladaptive Behavior, and Communication in Down Syndrome and Fragile X Syndrome")
by Mabel L. Rice, Steven F. Warren. 411 pgs.

Book

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Developmental Language Disorders: From Phenotypes to Etiologies is based on the recent conference of the same name sponsored by the Merrill Advanced Studies Center of the University of Kansas. In the past 10 years, considerable advances have taken place in our understanding of genetic and environmental influences on language disorders in children. Significant research in behavioral phenotypes, associated neurocortical processes, and the genetics of language disorders has laid the foundation for further breakthroughs in understanding the reasons for overlapping etiologies, as well as the unique aspects of some phenotypes. Too often the findings are disseminated in a fragmented way because of the discrete diagnostic categories of affectedness. This volume attempts to assimilate and integrate the findings of the transdisciplinary research toward a more coherent picture of behavioral descriptions, brain imaging studies, genetics, and intervention technologies in language impairment. The contributing authors are all scholars with active programs of research funded by the National Institutes of Health involving diverse clinical groups of children with language impairments.

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Contents

Preface

1: Introduction

I: Phenotypes of Language Impairments Within Clinical Diagnoses

2: Trajectory of Language Development in Autistic Spectrum Disorders

References

3: Do Autism and Specific Language Impairment Represent Overlap-Ping Language Disorders?

References

4: Dimensions of Individual Differences in Communication Skills Among Primary Grade Children

References

5: Language, Social Cognition, Maladaptive Behavior, and Communication in Down Syndrome and Fragile X Syndrome

References

6: Investigating Knowledge of Complex Syntax: Insights from Experimental Studies of Williams Syndrome

References

7: Research on Fragile X Syndrome and Autism: Implications for the Study of Genes, Environments, and Developmental Language Disorders

References

II: Investigating Language Impairments Across Diagnostic Categories

8: Cross-Etiology Comparisons of Cognitive and Language Development

References

9: Intervention as Experiment

References

10: Growth Models of Developmental Language Disorders

References

11: Linguistics and Linking Problems

References

III: Neural, Genetic, and Behavioral Elements of Inherited Factors

12: Genes, Language Disorders, and Developmental Archaeology: What Role Can Neuroimaging Play?

References

13: Localization and Identification of Genes Affecting Language and Learning

References

14: Genotype-Phenotype Correlations: Lessons from Williams Syndrome Research

References

IV: Research Action Steps for the Short and Long Term

15: Next Steps in the Study of Genetics and Language Disorders

Author Index

Subject Index
5.

Contrasting Profiles of Language Development in Children with Williams and Down Syndromes, in Developmental Neuropsychology
by Naomi G. Singer Harris, Ursula Bellugi, Elizabeth Bates, Wendy Jones, Michael Rossen. 27 pgs.

Journal Article
6.

Intervention to Improve Expressive Grammar for Adults with Down Syndrome, in Communication Disorders Quarterly
by Lynne E. Hewitt, Angela S. Hinkle, Adele W. Miccio. 11 pgs.

Journal Article
7.

Beyond Names for Things: Young Children's Acquisition of Verbs (Chap. Eleven "Syntactic Bootstrapping from Start to Finish with Special Reference to Down Syndrome")
by Michael Tomasello, William E. Merriman. 428 pgs.

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Contents

CHAPTER ONE Introduction: Verbs Are Words Too

REFERENCES

ACKNOWLEDGMENT

PART ONE EARLY WORDS FOR ACTION

Chapter Two Conceptual Development and the Child's Early Words for Events, Objects, and Persons

ACKNOWLEDGMENT

REFERENCES

Chapter Three Names, Relational Words, and Cognitive Development in English and Korean Speakers: Nouns Are Not Always Learned Before Verbs

ACKNOWEDGEMENTS

REFERENCES

Chapter Four Differences in the Acquisition of Early Verbs: Evidence from Diary Data from Sisters

REFERENCES

ACKNOWLEDGMENTS

PART TWO BASIC PRINCIPLES OF VERB LEARNING

CHAPTER FIVE: Pragmatic Contexts for Early Verb Learning

Chapter Six Children's Disposition to Map New Words onto New Referents

REFERENCES

Chapter Seven Lexical Principles Can Be Extended to the Acquisition of Verbs

ACKNOWLEDGMENTS

REFERENCES

CHAPTER EIGHT: The Dual Category Problem the Acquisition of Action Words

Chapter Nine Processes Involved in the Initial Mapping of Verb Meanings

REFERENCES

PART THREE THE ROLE OF ARGUMENT STRUCTURE

Chapter Ten Verbs of a Feather Flock Together: Semantic Information in the Structure of Maternal Speech

REFERENCES

Chapter Eleven Syntactic Bootstrapping from Start to Finish with Special Reference to Down Syndrome

ACKNOWLEDGMENTS

ACKNOWLEDGMENTS

Chapter Twelve Missing Arguments and the Acquisition of Predicate Meanings

REFERENCES

ACKNOWLEDGMENTS

CHAPTER THIRTEEN: Verb Argument Structure and the Problem of Avoiding an Overgeneral Grammar

Chapter Fourteen Hedgehogs, Foxes, and the Acquisition of Verb Meaning

ACKNOWLEDGMENTS

Author Index

Subject Index
8.

What General Educators Have to Say about Successfully Including Students with Down Syndrome in Their Classes, in Journal of Research in Childhood Education
by Gloria Wolpert. 11 pgs.

Journal Article
9.

Behavioral Phenotypes and Special Education: Parent Report of Educational Issues for Children with Down Syndrome, Prader-Willi Syndrome, and Williams Syndrome, in Journal of Special Education
by Deborah J. Fidler, Robert M. Hodapp, Elizabeth M. Dykens. 9 pgs.

Journal Article
10.

Testing Women, Testing the Fetus: The Social Impact of Amniocentesis in America (Chap. 10 "The Unexpected Baby")
by Rayna Rapp. 361 pgs.

Book

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Rich with the voices and stories of participants, these touching, firsthand accounts examine how women of diverse racial, ethnic, class and religious backgrounds perceive prenatal testing, the most prevalent and routinized of the new reproducing technologies. Based on the author's decade of research and her own personal experiences with amniocentesis, Testing Women, Testing the Fetus explores the "geneticization" of family life in all its complexity and diversity.

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Title Page

Contents

Acknowledgments

1: How Methodology Bleeds into Daily Life

2: Accounting for Amniocentesis

3: The Communication of Risk

4: Contested Conceptions and Misconceptions

5: Waiting and Watching

6: The Disabled Fetal Imaginary

7: Refusing

8: Culturing Chromosomes, or What's in the Soup

9: An Error in Cell Division, or the Power of Positive Diagnosis

10: The Unexpected Baby

11: Endings Are Really Beginnings

Notes

References

Permissions

Index
11.

Perceptions of Child Attachment and Maternal Gratification in Mothers of Children with Autism and Down Syndrome, in Journal of Clinical Child Psychology
by Kimberly Hoppes, Sandra L. Harris. 6 pgs.

Journal Article
12.

Personality and Motivational Differences in Persons with Mental Retardation ("Direct Effects on Personality-Motivational Functioning: The Example of Down Syndrome" begins on p. 263)
by Harvey N. Switzky. 414 pgs.

Book

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This book presents the most comprehensive review of research regarding personality and motivational differences in persons with mental retardation. From the personal commentary of Edward Zigler, H. Carl Haywood, and Harvey N. Switzky, the book summarizes the classical work of the Yale and Peabody-Vanderbilt School over the last 40 years. A sampling of new directions in research is provided, including work on self-determination theory and practice; decision making; direct and indirect effects of genetic mental retardation syndromes on personality; personality and psychopathology in genetic mental retardation syndromes; a new theory of information processing linking cognition, motivation, and performance; and a sensitivity theory of motivation. This definitive work presents older and evolving newer models and applications to the field in order to demonstrate the power of motivational variables in understanding the behavior of persons with mental retardation. The purpose is to enhance the quality of life in persons with mental retardation and other developmental disabilities.

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The Lea Series on Special Education and Disability

Contents

Contributors

Preface

Part I: Commentary: Perspective and Retrospective

1: Looking Back 40 Years and Still Seeing the Person with Mental Retardation as a Whole Person

2: Personality and Motivational Self-System Processes in Persons with Mental Retardation: Old Memories and New Perspectives

Part II: New Directions

3: Self-Determination and Mental Retardation: Assembling the Puzzle Pieces

4: The Role of Motivation in the Decision Making of People with Mental Retardation

5: Etiology and Personality Motivation: Direct and Indirect Effects

6: Personality and Psychopathology: New Insights from Genetic Syndromes

7: Information Processing and Motivation in People with Mental Retardation

8: A Sensitivity Theory of End Motivation: Implications for Mental Retardation

Author Index

Subject Index
13.

Progress in Infancy Research, Vol. 1 (Chap. 3 "Down Syndrome: Neuropsychology and Animal Models")
by Carolyn Rovee-Collier, Lewis P. Lipsitt, Harlene Hayne. 314 pgs.

Book

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Title Page

Contents

List of Contributors

Preface

Dedication

References

Commentary

1: Byron A. Campbell: Selected Works

References

References

2: Age-Related Changes in Imitation: Implications for Memory Development

Acknowledgments

References

3: Down Syndrome: Neuropsychology and Animal Models

Acknowledgments

References

4: The Development of Visual Surface Perception: Insights into the Ontogeny of Knowledge

References

Acknowledgments

5: Automated Face Analysis

Acknowledgments

References

6: Texture Segmentation, "Pop-Out," and Feature Binding in Infants and Children

Acknowledgments

References

7: The Continuum of Language Development During Infancy and Early Childhood: Electrophysiological Correlates

Acknowledgments

References

Author Index

Subject Index
14.

Children with Down Syndrome: Discovering the Joy of Movement, in JOPERD--The Journal of Physical Education, Recreation & Dance
by Anne Jobling, Naznin Virji-Babul, Doug Nichols. 5 pgs.

Journal Article

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