Abstract/Notes: rev. of book by this title by Rebecca A. Moyes

Language: English

ISSN: 1470-8647

Abstract/Notes: Zusammenfassung: Jungen mit Fragilem-X-Syndrom weisen im Schul- und Jugendalter charakteristische Merkmale des körperlichen Erscheinungsbildes, der Entwicklung und des Verhaltens auf. Es werden vorläufige Beobachtungen an zehn Jungen im frühen Kindesalter mitgeteilt. Im Vergleich zu den Befunden bei älteren Kindern sind schwere kognitive Behinderungen und kommunikative Auffälligkeiten seltener. Im Spielverhalten in einer Montessori-Übungssituation zeigen Jungen mit dieser genetischen Besonderheit sehr wohl die Fähigkeit zu gezieltem und kooperativem Spiel, aber weniger Ausdauer und Selbstorganisation bei zielgerichteten Tätigkeiten. Die Unterschiede sind signifikant im Vergleich zu nicht-behinderten Kindern bzw. Kindern gleichen Behinderungsgrades, aber anderer Behinderungsursache und als Merkmale des Verhaltensphänotyps bei Jungen mit fragilem-X-Syndrom zu verstehen. [Summary:Boys with Fragile X syndrome show characteristic features of physical appearance, development and behavior in school and adolescence. Preliminary observations on ten boys in early childhood are reported. Compared to the findings in older children, severe cognitive disabilities and communicative abnormalities are less common. In play behavior in a Montessori exercise situation, boys with this genetic peculiarity do show the ability for targeted and cooperative play, but less perseverance and self-organization in targeted activities. The differences are significant compared to non-disabled children or children of the same degree of disability, Play and communicative behavior in young boys with fragile-X syndrome Summary: Reports on development and behavior in boys with fragile-X syndrome support the idea of ​​a characteristic behavioral phenotype in this special population. Preliminary results are presented for 10 boys with fragile-X syndrome in early childhood. Severe mental handicaps and communicative abnormalities are observed less frequently than was expected on the basis of results reported for school-age children or adults. Boys with fragile-X syndrome show goal-directed and cooperative play behaviors in a Montessori play session, but less persistence and organization than children with normal development or a mental handicap of heterogeneous origin. Results confirmed these behavioral differences as characteristic aspects of a "behavioral phenotype" in children who already in early childhood have fragile-X syndrome.]

Language: German

DOI: 10.1024//1422-4917.27.3.175

ISSN: 1422-4917

Abstract/Notes: Wolf-Hirschhorn syndrome (WHS) is a rare genetic condition with characteristic facial traits, organ malformations, functional impairment and developmental delay due to partial short arm monosomy of chromosome 4. Although several hundreds of cases have been published to date, a systematic collection of its clinical symptoms and anthropological traits is missing in the literature, and reports on abilities and needs of children with WHS are scanty. Results of detailed physical and developmental phenotype analyses in a 1 10/12-year-old boy with monosomy 4p15.2-pter are presented. Physical analyses were based on systematic data acquisition. They disclosed a total of 32 clinical symptoms and 46 anthropological traits. Developmental analyses were based on the child's interactive play in an environment structured according to Montessori principles. They disclosed a total of 44 abilities and a number of needs to be satisfied by the environment for the support of the child's psychic and intellectual growth. While the physical phenotype is important for the diagnostic process, the developmental phenotype is essential for parental counseling. PMID: 15844776

Language: English

ISSN: 1015-8146

Language: English

ISSN: 0010-700X

Language: English

ISSN: 1470-8647

Abstract/Notes: Presented are case histories of two Down's Syndrome (Mosaic form) 6- and 10-year-old girls who attended regular Montessori classes. General characteristics of Down's Syndrome and other retarded children are reviewed and compared with the two girls' growth and development (according to Piaget's proposed stages). The Montessori emphasis on sensorial activities and on individual freedom to choose tasks is seen to enhance the retarded child's development. Analyzed are the girl's progress in such skill areas as language, reading, and math. The children are said to be functioning in Piaget's preconceptual and intuitive stages. Emphasized is the need for an approach which includes raised social and academic expectations along with instruction in independence and self-direction. An appendix lists suggested Montessori materials and activities for handicapped children.

Language: English

Published: Dayton, Ohio, 1974

Language: English

ISSN: 1470-8647

Language: English

ISSN: 0889-5643

Language: English

ISSN: 0952-8652

Language: English

ISSN: 1054-0040