Behavioral assessment of children with Down syndrome using the Reiss psychopathology scale

Clark, Debbie; Wilson, Golder N.

doi:10.1002/ajmg.a.20007

Cited by 57 publications

(43 citation statements)

References 20 publications

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“…The cognitive deficits associated with DS can vary widely across individuals, ranging from mild to severe cognitive impairment, with the mean full-scale intellectual quotient (IQ) of 50 (Lott and Dierssen, 2010). The cognitive profiles can also vary, but individuals with DS typically exhibit deficits in language, verbal short term-memory, and explicit long-term memory (Brown et al, 2003;Clark and Wilson, 2003;Edgin et al, 2010;Hodapp and Dykens, 2005;Nadel, 2003).…”

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confidence: 99%

Resting-State Functional Connectivity in Individuals with Down Syndrome and Williams Syndrome Compared with Typically Developing Controls

et al. 2015

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The emergence of resting-state functional connectivity (rsFC) analysis, which examines temporal correlations of low-frequency ( < 0.1 Hz) blood oxygen level-dependent signal fluctuations between brain regions, has dramatically improved our understanding of the functional architecture of the typically developing (TD) human brain. This study examined rsFC in Down syndrome (DS) compared with another neurodevelopmental disorder, Williams syndrome (WS), and TD. Ten subjects with DS, 18 subjects with WS, and 40 subjects with TD each participated in a 3-Tesla MRI scan. We tested for group differences (DS vs. TD, DS vs. WS, and WS vs. TD) in between-and within-network rsFC connectivity for seven functional networks. For the DS group, we also examined associations between rsFC and other cognitive and genetic risk factors. In DS compared with TD, we observed higher levels of between-network connectivity in 6 out 21 network pairs but no differences in within-network connectivity. Participants with WS showed lower levels of within-network connectivity and no significant differences in between-network connectivity relative to DS. Finally, our comparison between WS and TD controls revealed lower within-network connectivity in multiple networks and higher betweennetwork connectivity in one network pair relative to TD controls. While preliminary due to modest sample sizes, our findings suggest a global difference in between-network connectivity in individuals with neurodevelopmental disorders compared with controls and that such a difference is exacerbated across many brain regions in DS. However, this alteration in DS does not appear to extend to within-network connections, and therefore, the altered between-network connectivity must be interpreted within the framework of an intact intra-network pattern of activity. In contrast, WS shows markedly lower levels of within-network connectivity in the default mode network and somatomotor network relative to controls. These findings warrant further investigation using a taskbased procedure that may help disentangle the relationship between brain function and cognitive performance across the spectrum of neurodevelopmental disorders.

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confidence: 99%

Resting-State Functional Connectivity in Individuals with Down Syndrome and Williams Syndrome Compared with Typically Developing Controls

et al. 2015

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“…People with Down syndrome have a marked cognitive impairment [132,133], and a number of attention and visual deficits [134][135][136] together with various disturbances in learning and memory abilities [132,133]. The most widely animal study of Down syndrome is the Ts65Dn mouse, which carries triplication of a segment of Chr16, syntenic with human Chr21 [137,138].…”

Section: Life-long Beneficial Outcome Of Ee: From Developmental Disormentioning

confidence: 99%

Environmental Influences on Visual Cortex Development and Plasticity

Sale¹,

Berardi²,

Maffei³

2012

Visual Cortex - Current Status and Perspectives

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“…Araştırmada, Quay ve Peterson (1996) tarafından geliştirilen, ülkemize uyarlama çalışması Kaner ve arkadaşları (Kaner, 1999, Kaner ve Çiçekçi-Uçak, 2000Kaner ve Büyüköztürk, 2008) Zihin engelliler alan yazınında, anne-baba ve öğretmen değerlendirmelerini kıyaslayan araştırmaların birbiriyle çelişen sonuçlar verdiği görülmektedir. Örneğin bazı çalışmalar, bu iki bilgi kaynağının değerlendirmelerinde kullanılan ölçme araçlarının hemen tüm alt boyutlarında orta ya da yüksek düzeyde anlamlı ilişki verirken (örneğin, Aman ve ark., 1996;Blacher ve Simeonsson, 1981;Clark ve Wilson, 2003;Dekker, Nunn, Einfeld, Tonge ve Koot, 2002;Dekker ve ark., 2002;Handen ve ark., 1987;Hundert ve ark., 1997;Keogh ve Bernheimer, 1998;VanVorhis ve ark., 1996), bazıları da anne-baba ve öğretmen değerlendirmelerinin birbirinden oldukça farklı olduğunu, dolayısıyla aralarındaki korelasyonların düşük olduğunu ortaya koymuştur (Coe ve ark., 1999;Costenbader ve Keller,1990;Freund ve Reis, 1991;Liepman ve Ort, 1980;Merrel ve Popinga, 1994;Treuting ve Elliott, 1997;Vostanis ve ark., 1996). Bu çalışmadan elde edilen alt ölçekler arasındaki anlamlı korelasyon katsayıları 0.21-0.79 arasında değişen değerleriyle pek çok çalışma ile tutarlılık göstermektedir.…”

Section: Veri Toplama Aracıunclassified

“…Anne-babalar, ayrıca Davranım Bozukluğu alt ölçeğinde yer alan bir davranışı da (Israrcıdır, dediğim dediktir; "hayır"dan anlamaz) çocuklarında sıklıkla gördüklerini bildirmişlerdir. Bu davranışlar, farklı bilgi kaynakları tarafından zihin engelli çocuklarda gözlenen diğer problem alanlarındandır (Bhatia ve ark., 2005;Clark ve Wilson, 2003;Çiftçi ve İnce, 2002;Dyken, 2000;Freund ve Reis, 1991;Hashino ve ark., 1997;Dumley, 1986;Kerker ve ark., 2004;Polloway ve ark., 1985;Rush ve ark., 2004;Vatter, 1998;Vostanis ve ark., 1996). Ancak, problem davranışları sıralamada yüksek tutarlılığın olması, annebabalar ile öğretmenlerin çocukta problem davranışlar olduğu konusunda anlaştıkları şeklinde değerlendirilmemesi de gerekir.…”

Section: Veri Toplama Aracıunclassified

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Consistency of Parents’ and Teachers’ Assessment of Emotional and Behavioral Problems in Children with Mentally Retarded

Kaner¹

2009

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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ABSTRACT:In this study it is examined parent and teacher agreement in behavioral and emotional problems of 206 children with mentally retarded from Turkish families. Children ages 5-20 years old were rated by parents and teachers on the Revised Problem Behavior Checklist. Results indicated that significant but low to moderate correlations between parent and teacher ratings at the scale and item levels. Implications for assessment of children with disabilities according to the outer informants are discussed.Key Words: Mentally retarded children, parent and teacher, emotional and behavioral problems, Revised Problem Behavior. SUMMARYPurpose and Significance: Mentally retarded children have various behavior problems that many people have difficulty in dealing with them. Especially for school children, the two major sources of information about problem behaviors are parents and teachers. Problem behaviors most often indicated by parents and teachers in the home and school settings. In general, concordance has been found low to moderate suggesting that there may be differences in raters' frames of references and that children's behaviors vary in different settings. This study aimed at searching parent and teacher agreement in behavioral and emotional problems of children with mentally retarded.

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Behavioral assessment of children with Down syndrome using the Reiss psychopathology scale

Cited by 57 publications

References 20 publications

Resting-State Functional Connectivity in Individuals with Down Syndrome and Williams Syndrome Compared with Typically Developing Controls

Resting-State Functional Connectivity in Individuals with Down Syndrome and Williams Syndrome Compared with Typically Developing Controls

Environmental Influences on Visual Cortex Development and Plasticity

Consistency of Parents’ and Teachers’ Assessment of Emotional and Behavioral Problems in Children with Mentally Retarded

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