The Behaviour of Down's Syndrome Children Using the ‘Lock Box’: A Research Note

Abstract

A Lock Box for investigating problem-solving behaviour in pre-schoolers was used with seventeen Down's syndrome children (mean CA 37.4 months, S.D. 10.1 months) and seventeen 'normal' children (mean CA 37.4 months, S.D. 10.2 months) while their mothers were present. The behaviour was found to be different for the two groups, with the normal children showing greater competence, more organization and less perseverance. Significant associations between Lock Box measures and the mental age of the Down's syndrome children paralleled those reported by Goodman for older mentally retarded children in a test situation without the mother. The Lock Box is especially appropriate for assessing the ability of language-delayed children and it is suggested that a situation with the mother present may extend its usefulness with very young children.

Maternal Influence on the Task Behaviour of Young Down's Syndrome Children

“…That MA is significantly associated with each of the two measures for competence and organization and with the relocking measures, replicates our previous results for the situation with mother involvement (Berry, Gunn & Andrews, 1984). The finding that the Down syndrome group was less competent in both unlocking and relocking and showed more aimless actions, even when MA is partialled out, may reflect a specific deficiency for Down's syndrome which is unrelated to mental age.…”

“…Two methods of evaluating competence are employed, the first concerns the number of doors unlocked and the second the number of unsuccessful attempts to unlock the doors. In the present study, relocking behaviour has also been coded since an earlier investigation (Berry, Gunn & Andrews, 1984) had found that the number of doors relocked was significantly associated with competent performance. Organization scales refer to the child's patterns and sequences of behaviour while playing with the box.…”

“…In another study. Berry, Gunn & Andrews (1984) used the lock box with 17 Down's syndrome children (mean CA 37.4 months, SD 10.1) and 17 non-handicapped children (mean CA 37.4 months, SD 10.2). Their results replicated Goodman's research in that the non-handicapped children displayed greater competence, more organization and less perseverance.…”

“…One major difference, however, betweeen the study of Berry, Gunn & Andrews (1984) and those of Goodman (1979;1981a, b) was that in the former study the mother was allowed to talk to and encourage her child although she was not permitted to touch the lock box itself. This may have influenced the results of the children in that maternal encouragement may affect not only the number of locks opened or closed but also the pattern and sequence of the child's actions.…”

Education of infants with down syndrome

“…In a study with preschoolers, Berry, Gunn and Andrews (1984b) found that the children with Down syndrome were less likely to try to lock a door than other children of the same mental age. In comparison with unlocking the door to remove a toy, there was no attempt to master the locking task.…”