By Dante Cicchetti, Marjorie Beeghly
The underlying topic of this booklet is that kids with Down syndrome, regardless of their constitutional anomalies and their extra scientific difficulties, could be understood from a normative developmental framework. The contributions, all of that are in line with the newest theories and learn, display that the applying of a developmental viewpoint to the learn of young ones with Down syndrome sheds mild at the universality of ontogenetic sequences, phases, and constructions, and highlights the respective roles of organic, perceptual-cognitive, linguistic, social, and emotional components within the developmental approach. eventually, it's proven that the appliance of a developmental point of view will recommend age and stage-appropriate interventions for Down syndrome youngsters and their households. this may be an appropriate ebook for psychologists, psychiatrists, exact schooling academics, pediatricians, and different clinical researchers attracted to Down syndrome and psychological retardation, in addition to graduate scholars in those components.
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Extra resources for Children with Down Syndrome: A Developmental Perspective
But their responses should approximate those of normal children who also undergo such experiences. Although a detailed review of data on each of these hypotheses is beyond the scope of this chapter, all three have generally been supported for familial retarded children. Summarizing across 28 cross-sectional and 3 longitudinal studies on the similar sequence hypothesis, Weisz and Zigler (1979) concluded that "the great preponderence of the evidence is consistent with the hypothesis that retarded and nonretarded persons traverse the same stages of development in the same order, differing only in the rate at which they progress and in the ultimate ceiling they attain" (Weisz & Zigler, 1979, 846).
These are features that characterize all developmental theories, both "classical" and "expanded" versions. However, classical developmental theory is also characterized by several omissions. We now turn to these inadequately specified areas and to their elaborations in expanded developmental theory. Expanded Developmental Theory The two major contributions of expanded developmental theory involve its emphasis on the "whole child" and its elaboration of both the temporal and ecological aspects of the child's environment.
Among the most notable is the finding that the majority of adults with Down syndrome develop pervasive Alzheimer-like brain pathology by their mid-30s. Importantly, only about one-third of all individuals with Down syndrome manifest symptoms of a clinically diagnosed dementia (Thase, 1988). Thus, future investigations of the mechanisms that underlie the uncoupling of the Alzheimer-like neuropathology and dementia in Down syndrome could contribute greatly to the understanding of the ontogenesis and pathogenesis of Alzheimer's syndrome.