جستجوی مقالات مرتبط با کلیدواژه « Children with Down Syndrome » در نشریات گروه « علوم انسانی »

This study was developed with the aim of providing a family-oriented problem solving training program for parents of children with Down syndrome. It seems that structural modification of parenting practices is very important to improve the quality of life of all family members. It seems necessary to modify the functional structure of families with children with special needs, including children with Down syndrome, due to their different psycho-social characteristics. Based on this, empowering parents through new cognitive-behavioral approaches such as family-oriented problem solving programs is considered one of the important priorities of developed societies.

In this organized research, first the nature and importance of this issue was investigated, then how to prepare a family-oriented problem solving educational program for parents of children with Down syndrome, which is an innovative combination of "I can solve my problem" and "Education of a thinking child/teenager" program was presented.

A review of the available empirical evidence shows that the application of the family-oriented problem solving program has a positive effect on the behavioral change of children and adolescents with special needs and their parents.

Therefore, it is necessary to pay attention to the well-being of the family through the formulation of efficient localized programs based on the Iranian-Islamic model. The application of the family-oriented problem-solving training program by the parents of children with Down syndrome has greatly increased their motivation to learn practical interpersonal skills, and parents can provide psychological and social well-being conditions for themselves and their children by adopting a problem-solving coping style.

This study aimed to evaluate the effectiveness group aerobic exercise interventions' based on the sensory integration theory on the gross and fine motor skills of children with Down syndrome.

The present study was conducted with a semi-experimental research design with pre-test and post-test with a control group. The study sample consisted of 30 children with Down syndrome in the age range of 8 - 10 years, who were selected by purposive sampling method and randomly divided into experimental and control groups. Purdue Pegboard test and Lincoln Avzrvtsky motor development test were used for evaluation and measurement. After the pre-test, the children in the experimental group underwent aerobic exercise-based interventions for 6 weeks and two sessions per week (12 sessions). Thus they were trained in the desired playful activities and practiced with the help of the therapist and parents.

Both groups were measured by post-test, and the results were analyzed by univariate analysis of covariance. (ANCOA) the Results showed significant improvement in both fine (p<0/01، F=12/98) and gross (p<0/01، F=21/71) motor skills as well as the combination of these two skills (p<0/01، F=20/9) in the experimental group.

it can be stated that the application of group aerobic exercises based on sensory integration will have a significant positive effect on improving the fine and gross motor skills of children with Down syndrome.

The results of the research indicate that children with Down syndrome have behavioral problems. The purpose of this study was to investigate the effect of group training on behavioral problems of students with Down syndrome. This is a semi-experimental study. The target population is a semi-experimental The plan was preceded by ours-afterwards, we were in the control group. The children were selected after the diagnostic interview in order to be selected for attending the group sessions and the entrance criteria as the subjects. The selected children were randomly assigned to the experimental group and one control group They are placed for the test group by the researcher individually Group therapy group sessions were held. The meeting consultation sessions were again compared to those achieved by the groups. The pilot group received a group intervention based training intervention and the control group did not receive any intervention. Were compared and using the Rutter Behavioral Disorders Questionnaire, which was used after the confirmation of validity and reliability before and after the exercise. Therapeutic training program was presented to the experimental group in 12 sessions of 60 minutes, while the control group did not receive any special training. Findings obtained using soft SPSS 12 and the univariate covariance analysis showed that the training did not affect their behavioral problems. The correlation between pre-test and post-test behavioral problems was statistically significant (P <0.01). Based on the findings, it should be noted that therapeutic games have been effective in reducing the behavioral problems of these children, and this approach can be used to improve the reduction of these children's behavioral problems.

The aim of this study was to investigate the effects of 20 sessions of Dohsa-hou on the motor proficiency in the children with Down syndrome. The research method was Quasi-experimental design and pretest-posttest with control group. For this purpose, twenty-four Down-Syndrome-infected children with the average age was 8.21 ± 3.19 were selected through convenience sampling in a rehabilitation center in the Iranian town of Javanroud as the participants and were randomly divided into ten equal experimental and control groups. The experimental group participated in Dohsa-hou intervention for 20 forty- five-minute sessions individually. After the intervention sessions posttest performed. To analyze the data the descriptive statistics and analysis of multivariate covariance were used. The results of covariance on the scales of perceptual-motor skills showed that significant difference between the subscales of balance, power, coordination, speed, accuracy, and reaction time testing in control and experimental groups. Considering that the impact of Dohsa-hou training on motor proficiency in children with Down syndrome was verified that seems designing and holding educational workshops and packages for training teachers, psychologists and social workers would be beneficial while working with the Down-Syndrome-infected children.

Feedback is the effective variable on performing skills and leaning the motion and it has an important role in motion control and acquisition of motion skills. The purpose of this study was to consider the impact of awareness from different frequencies on acquisition of an aimed skill in children with Down syndrome.
This study is a semi-experimental research. Participants were 18 children with Down syndrome from 7 to 10 years that selected by in access sampling and were divided equally into three groups with feedback (0%, 50%, and 100%) after pre-test performing. The participants performed over hand throwing task to the target drawn on the floor. Before the acquisition phase, participants throw 10 times as pre-test. In the acquisition phase, participants throw 60 trials. Participants received no feedback in zero percent group, in the half of trials received feedback in 50 percent group and in the whole of trials received feedback in 100 percent group.
Finding of this study showed that there was significant difference between the three groups in the acquisition of skills (P According to the better performance in children with Down syndrome with 100% feedback, it is recommended that we can use feedback with high frequencies in training motor skills.

The aim of this study was investigating the effects of resilience training on resilience in siblings of children with Down syndrome. In this study a semi-experimental design with pretest-posttest and follow up design was applied. Conner-Davidson Resilience Scale (2003) and Prince-Embury Resilience Scale (2007) were used for measuring of adolescents’ resilience. The sample size includes 30 adolescents (14- 18ys) having sibling with Down syndrome that assigned for experimental and control groups randomly. Analyzing of data is performed by using Mix Anova with repeated measure design. Results reveal that resilience and its component in siblings of children with Down syndrome in experimental group significantly improved and their Emotional vulnerability significantly decreased. Also, these results were permanent in the follow up step (p≤0/05). According to the findings of the study it can be concluded that resiliency skills training enhance the resilience in siblings of children with Down syndrome.

Having offspring with special needs will encounter family with many pro-blems in social, educational and self-helping.Having deep relationships with another family with the same experience show the way to manage the problems. The purpose of family to family training is to transfer positive experiences of families to each other. 12 parents (11 mothers and 1 father) from Down Syndrome Organization voluntarily selected in the survey study. They participated in 5 weekly group session (lasting one month) to discuss their special experiences in relation to their children during preschool years. Among their experiences four highly ranked issues selected to present in training panel of Down Syndrome Conference. Three months after holding the Conference, demographical character-istics of volunteered participants in the conference (22 parents) recorded. Also, their satisfaction in relation to the presentation of familie's expe-rience and its usefulness of it, measured by a 20-items questionnaire (researcher-made). Findings indicated that the means of parent's satisfaction from training panel and its issues were very high. In regard to the limitation of sample size, its availability, holding training panel for preschools’ problems and lack of control of socially supportive systems in families, it is recommended that training courses such as, family to family training can be present in conferences held about individuals with down syndrome in all ages. This training method can be useful for planning the programs for streng-thening individuals with special needs and their families.