جستجوی مقالات مرتبط با کلیدواژه "نشانگان داون" در نشریات گروه "علوم انسانی"

The present study was conducted with the aim of investigating the moderating role of gender in the relationship between age and learning style in students with Down syndrome. The current research method is descriptive-correlation and survey research with a quantitative approach. The statistical population includes all slow-paced students with Down syndrome who were busy studying in  Tehran and  Razavi Khorasan city in the 2022-2023 academic year. The sample size was 100 girls with an average age of 13.12 ± 0.36 and 100 boys with an average age of 13.6 ± 0.44, who were selected by available sampling method. In order to collect information, VAK learning style questionnaire (VLSQ) was used. In order to analyze the findings, SPSS22 software was used and to check the research hypothesis, the regression equation test was used. The findings showed that age and visual learning style are negative, that is, this style decreases with increasing age, and the gender variable moderates the relationship between age and visual learning style, and on the other hand, age and auditory and kinesthetic learning style are positive. That is, this style increases with age and gender variable moderates the relationship between age and auditory and kinesthetic learning style, It seems age can affect who have a kinesthetic and auditory learning style, and gender modulates this relationship, It is suggested that teachers consider age and gender as effective factors for improving educational level.

The aim of this study was to determine the effectiveness of the family-oriented sensorymotor empowerment program on the reading ability of students with Down syndrome.

The research design was a quasi-experimental pre-testpost-test with a control group. The statistical population included all students with Down syndrome in Kashan City in the academic year of 2021-2022. The research sample consisted of 30 students in the age range of 8-12 years, who were selected by available sampling method and assigned to experimental and control groups (each consisted of 15 children). The data collection tool was Kormi Nouri and Moradi's reading and dyslexia test (2004). Covariance test was used to analyze the data.

The results showed a substantial difference between the experimental and control groups in terms of reading ability (p<0.01).

Based on the research results, we suggest the family-oriented sensory-motor empowerment program as a suitable intervention to improve the reading ability of students with Down syndrome.

Down syndrome is one of the most common chromosomal disorders, and the birth of a child with this syndrome can greatly impact the psychological state of parents and other family members. The purpose of this research was to study the factors that affect the quality of life in families of children with Down syndrome, based on the lived experiences of both families and professionals in this area. The research method used was qualitative, and the study included 14 families and 15 professionals who shared their experiences through semi-structured interviews. Families were selected from the special education system, while professionals were selected via snowball sampling until saturation was reached. Data were coded in three stages (open, axial, and selective coding) and analyzed. The open codes consisted of 24 concepts, while axial codes included supports received, acceptance, coping skills, child performance (function), worry, and future security. The lived experiences of families and professionals showed that receiving support, accepting the child by families and community, family coping skills, child performance, and future security are all important factors for the quality of life in families of children with Down syndrome.

Children with Down syndrome have significant limitations in various areas of their lives. Among these, daily living skills are among the areas that are important for the success of these children in living. However, a review of research evidence suggests that effective interventions such as family-based empowerment programs, have been less studied in this area. Therefore, the present study aimed to determine the effectiveness of family-based sensory-motor empowerment program on daily living skills of students with Down syndrome. The research design was semi-experimental (pretest-posttest with a control group). The population consisted of all students with Down syndrome in Kashan city in the year 2021-2022. The sample consisted of 30 students aged 8-12 years who were selected by convenience sampling method and assigned to two groups (15 experiment & 15 control). The tool included Wayland Social Development Test (1980). MANCOVA was used to analyze the data. The results showed that there was a significant difference between the experiment and control groups in terms of all components of daily living skills (p <0.01). As a conclusion, we can suggest the family-based sensory-motor empowerment program as a suitable intervention to improve the daily living skills of students with Down syndrome.

The aim of this study was to compare the birth season and the mean calendar and biological age of parents of normal students and Down syndrome at birth. The statistical population of the present study consisted of the parents of primary school students in the 6th 11th 13th and 15th districts of Tehran, which in the academic year 2021.Therefore, 80 families were selected as a statistical sample (40 parents with normal children and 40 parents with children with Down syndrome) .The research method is comparative based on the implementation method. For data collection, children's birth season, calendar age and biological age of parents of students with Down syndrome and normal students at birth were used and independent t test and chi-square square test were used to analyze the data. Data analysis was performed by SPSS24 software.Based on the results, there was a significant difference between the mean scores of chronological age and age of mothers and biological age of fathers with children with Down syndrome and normal children at birth in the two groups. The results showed that mothers with children with Down syndrome have higher chronological and biological age than mothers with normal children.These differences were also significant in the biological age of the fathers. Therefore, it is suggested that in order to make mothers aware of the effects of biological age on the birth of their children, they should be given the necessary training so that an effective step can be taken to reduce the probability of having a child with Down syndrome.

Children with Down syndrome have delays in motor, language, self-support, cognitive and social development. Knowing the cognitive and behavioral phenotype of people with Down syndrome informs us about the psychological nature of people with Down syndrome. Finally, it helps to treat, educate and rehabilitate and provide intervention to these children to increase the cognitive development of this group of people. Therefore, this study was conducted to investigate the cognitive profile of Down syndrome students in comparison with normal students and also the evolution of the cognitive profile of this group in comparison with normal students.

For this purpose, 100 students of Down syndrome and normal age were randomly selected from exceptional and normal schools in the age group of 10-14 years. Finally, the age groups of Down syndrome students and students with normal growth were classified into 3 groups of 6-8 years, 11-9 years, 14-12 years. Finally, the age groups of Down syndrome students and students with normal growth were classified into 3 groups of 6-8 years, 11-9 years, 14-12 years. The tool used in this study is the fifth version of the Stanford Binet Intelligence Test.

The results of statistical analysis of this study using multivariate analysis of variance and Tukey's follow-up test show that in people with Down syndrome compared to normal children, non-verbal fluid reasoning, non-verbal knowledge and working memory are reduced with increasing age. If there are no significant changes in the cognitive profile in the rest of the subscales. However, Down syndrome, like the group of people with normal growth, did not change with the general growth of verbal and nonverbal intelligence and general intelligence with increasing age.

Therefore, in the rehabilitation of people with Down syndrome, can be considered their cognitive defects and their cognitive development and intelligence.

The birth of a child with Down syndrome is associated with considerable challenges for the family. This challenge could change the quality of family life. Therefore, it is critical to investigate the quality of life in families with a child with Down syndrome.

This study aimed to provide a conceptual model of the quality of life in Iranian families who had a child with Down syndrome.

A total of 17 university professors and family psychologists who had experience in the field of Down syndrome participated in this study. Semi-structured interviews were used to collect data. A systematic method (Strauss & Corbin, 1998) was employed for data analysis based on Grounded theory.

114 concepts and 20 categories were identified from the open coding process which include: Causal condition; socio-economic status, family environment, health, independence and, ability of the child with Down syndrome, coping skills, attitudes, beliefs and values, behavior and ability of specialists. core phenomena; individual- socio- economic factors. context; the reaction of relatives, parents’ social conditions, changes in physical condition and ability of family members and, child and family abuse. interventing condition; social acceptance, cultural education and public policy. strategies; concern, spirituality, parents’ community. and consequences; isolationism/ collectivism, futurism/ neglect, adaptation/ incompatibility.

The results showed that the main problem for families of children with Down syndrome is worrying about the future. Some families have turned to spirituality, while others form parents’ groups and trying to provide appropriate conditions for the family and child with Down syndrome. Relying on the results of this study, the policy makers of the mental health sector can be directed towards improving the quality of life of families with children with Down syndrome.

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.

Background & One of the main problems of Down syndrome is cognitive impairment with problems in the nervous system. These problems partly are due to oxidative stress increases and reduce of brain-derived neurotrophic hormone (BDNF) in these people. Regular exercise with moderate intensity is effective in reduces of oxidative stress and improves BDNF levels; however, the effect of exercise on oxidative stress indexes and BDNF in people with Down syndrome is not well known. The present study was done to examine the effect of eight weeks spark training on malondialdehyde (MDA) and BDNF in boys with Down syndrome. In this quasi study, twenty boys with Down syndrome (aged 9-14 years old) and IQs 50 to 70, were randomly divided into control group (n = 10) or training group (n = 10). Participants in the training group were performed a selected SPARK program 3 sessions of 45 minutes per week for 8 weeks. Fasting blood Sample was taken before the intervention and 48h after last session of training. The results demonstrated that MDA concentration reduced significantly in the training group compare to the control group (P=0.002). Moreover, BDNF level was increased after eight weeks of SPARK program compare to the control group (P=0.02). No significant relationship was observed between changes of BDNF and MDA after the intervention (r= ‒ 0.18, P= 0.9). Generally, we can conclude that SPARK program caused an increase BDNF level and reduce MDA in boys with Down syndrome. Thus, performing of this program is introduced to improve oxidative stress in adolescents with Down syndrome.

This study sought to compare the role of family functioning in self-worth and happiness of slow-paced individuals with Down syndrome in Tehran and Baku. The present research had a causal-comparative (ex post facto) design. The research population was comprised of adults with Down syndrome some of whom had the Alzheimer’s disease. Purposive sampling method was utilized and 40 adults with Down syndrome in Baku and 40 individuals with Down syndrome in Tehran were selected. The sample, thus, included those who suffered from Down syndrome with Alzheimer and those suffering from Down syndrome without this disease. The instruments included NEO-FFI (Costa & McCrae, 1992) and Oxford Happiness Inventory (Argyle et al., 1989). Results of MANOVA showed that there was a significant difference between the two groups as to the personality traits and happiness. The mean of personality traits including conscientiousness, openness to experience, agreeableness and extraversion was higher in Baku than Tehran, except for neuroticism which was higher in Tehran. These differences may be due to the special educational methods in Down syndrome centres in Baku, and the fact that adults with Down syndrome are safe and free in Baku. Therefore, implementation of new changes in the current educational and caregiving systems in Tehran is highly recommended.

Due to the fact that mathematics for slow-moving students should be in line with the realities of society, applied computing skills can include concepts that the student deals with objectively and directly in society and his needs as a citizen considers. The aim of the present study was to evaluate the effectiveness of a family-centered application curriculum on the computational skills of children with Down syndrome.

The present study was quasi-experimental (pre-test-post-test with control group). Thirty slow-moving elementary school students with Down syndrome studying in exceptional schools in Tehran were selected by convenience sampling method and randomly divided into experimental and control groups. The experimental group participated in 11 sessions of 45 minutes of Mohaghegh family-based application training package (1396) to improve computational skills. Both groups were evaluated in the pre-test-post-test stages using the KiMatt (1976) computational scale. Univariate analysis of covariance was used to analyze the data.

The results show that the family-centered application curriculum has led to an increase in the mean scores of computational skills of the participants in the experimental group compared to the control group (P <0.001).

The results of the present study showed that the family-centered applied curriculum is an effective way to improve the computational skills of slow-moving students with Down syndrome.

Designing extensive programs for training families with Down Syndrome children and implementing appropriate supportive programs for them require assessing their educational and supportive needs. In the present study, the educational and social needs of mothers with Down Syndrome children were assessed in order to design a comprehensive program for training mothers.

The study was a descriptive-survey design, and participants were 30 mothers of female children with Down Syndrome attending Aslani Special School in the academic year 2015-2016 in Tehran, Iran. The mothers were selected by convenient sampling method. The Need Assessment Questionnaire (Beh-Pajooh & Mahmoudi, 2014) was adapted and completed by the mothers. The questionnaire consisted of three parts: The first part included demographic information about children with Down Syndrome and their parents; The second part included 13 open-ended questions, and the third part consisted of 28 items using four-point Likert scale (very much, much, little, and very little).

The findings revealed that mothers of children with Down Syndrome reported high levels of worry about their children’s future, and would like to know about services at the present and the future. What matters is to inform them about their children’s future and there should be appropriate educational programs – especially regarding independent living skills training – for such children and their families.

Mothers of children with Down Syndrome have a need for social support and education; this shows the importance of planning and implementing appropriate supportive and educational programs for such families.

Mothers of children with Down syndrome face challenges which lead to increased parenting stress among these mothers. The present research was conducted by the aim of investigating the effectiveness of group positive psychotherapy on parenting stress among mothers of children with Down syndrome. in the frame of a semi-experimental study with pretest-posttest-follow up with control group design. Among mothers of children with down syndrome referring to Navide Asr extensive rehabilitation center in Tehran in 2018, a sample of 40 subjects were selected by purposeful sampling method and were assigned into experiment and control groups through random assignment method. In pretest, posttest and follow up stages, the participants of both groups completed Abidin’s Parenting Stress Index- Short Form(PSI-SF). Sessions of group weekly positive psychotherapy were held in eight 90-minute sessions for the participants of the experiment group, but the control group participants received no intervention until the end of the follow up stage. Variance analysis test with repeated measures in SPSSv20 was used for analyzing the data. results suggested that positive psychotherapy significantly decreased parenting stress among mothers of the intervention group and the results were sufficiently persistent in the one-month follow up stage (p < 0.01). results of the present research confirmed the effectiveness of positive psychotherapy in improving parenting stress among mothers of children with Down syndrome. The results affirm the importance of applying this intervention on psychological symptoms of mothers with Down syndrome and offering new perspectives in clinical interventions.

 There is a very clear difference between the actual capacity of potential intelligence and the potential cognitive potential of children with Down syndrome, and their current mental capacity is always subject to change and correction. family-based psychological interventions emphasize the increasing cognitive function of children with the participation of parents and family members. The purpose of this study was to investigate the effectiveness of family-centered interventions on the intelligence capacity of primary school children with Down syndrome. The research design was semi experimental and pre-test-post-test with control group. The statistical population included all 10 to 11students with Down syndrome in 2016-2017 academic year. Among them 30 were selected by purposive sampling and randomly divided into two experimental and control groups. The experimental group received family-centered interventions for three months (Two sessions a week). The research instrument was the new version of Tehran-Stanford Binet's intelligence scale (Afrooz and Kamkary, 2006), which was performed in both pretest and post-test. The use of  multivariate covariance analysis method in SPSS application, The findings showed that family-centered psychological interventions not only increased the intelligence score of these children, but also leads to increased non-verbal and verbal intelligence, fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory in Down's syndrome students (P<0/01). Also, it can be said that family-based psychological interventions can be effective in improving the cognitive function of children with Down syndrome in verbal and non-verbal areas.

Quality of life is a multidimensional concept that engages many aspects of an individual’s life. Also, menatal health and mariral satisfaction are two important components of life quality. The aim of the present study was to design a training program for improving the quality of life and assessing its effects on mental health and marital satisfaction among mother's of girls with down syndrome. The research method was a quasi-experimental design with pre-test, post-test and control group. The population consisted of all mothers of girls who were slow-paced in education (IQ 50 to 70) with down syndrome, aged 7 to 15 years in Tehran. A total of 60 mothers were selected using available sampling and then assigned to two experimental and control groups. The experimental group received twelve researcher-made educational sessions for quality of life improvement while the control group did not receive any training. The program was designed in 10 sessions of 90 minutes held for 5 weeks. The SCL-90-R Questionnaire was used to measure mental health, and the Afrooz Marital Satisfaction Questionnaire was used to assess marital satisfaction among couples. The results showed a significant difference between the mean scores of the experimental and control groups, mental health and marital satisfaction at pre-test and post-test phases. The results also revealed that a quality of life educational program can be used to improve mental health and marital satisfaction in mothers of down syndrome girls.

The present study aimed to compare the neuropsychological function of adults with Down syndrome with and without Alzheimer disease. Research method was descriptive. Population of study was adults with Down syndrome that were been keeping in the center of disabled and mentally retarded peoples in Tehran on a full-time basis or were involved in rehabilitative activities on a part-time basis. Using the convenient sampling method, number of 16 adults with Alzheimer disease and number of 16 adults without Alzheimer disease were selected through dementia screening questionnaire for individuals with intellectual disabilities and then for comparing the neuropsychological function of samples, we used the bender-gestalt test and Wechsler intelligence scale for children, fourth edition. We also use the two independent samples t-test for answering the research questions. Results of bender-gestalt test indicated a significant difference between adults with Alzheimer and those without Alzheimer in terms of the frequency of errors. In other word, the frequency of errors in adults with Alzheimer was more than adults without Alzheimer. Results of Wechsler intelligence scale for children indicated no significant difference between adults with Alzheimer and those without Alzheimer in terms of the test factors such as “General ability, cognitive mastery, verbal comprehension, perceptual reasoning, working memory and information processing speed” but there was a significant difference between the two groups in the subtests of Wechsler scale, In other word, non-Alzheimer group’s performance was better than Alzheimer group in the subtests.

Down syndrome (DS) is a common chromosomal disorder that cause to mental retardation in children. Alzheimer’s disease (AD) is also common in DS. Therefore, it is assumed that there is a same genetic basis. The aim of this study was to study and consider the overlap of DS and AD.
In this review article, published articles in science direct, Pubmed, Willy and Google were investigated between 1990 and 2015.
Down syndrome is caused by trisomy 21. All genetic mutations in relation with AD are arising from accumulation of β amiloid. One of the genes involved in AD is APP that sited on chromosome 21. Moreover, the SOD1 also is sited on chromosome 21. Also, other hypothesis in relation with AD and DS has been considered. Significant percent of individual with DS are with AD, but its cause is not clear.

The aim of this research was designed to assess the effects of resistance training on salivary immunoglobulin A (IgA) levels and hormone profile in sedentary adults with Down syndrome (DS).
A total of 40 male adults with DS were selected for the trial through different community support groups for people with intellectual disabilities. All participants had medical approval for participation in physical activity. Twenty-four adults were randomly assigned to perform resistance training in a circuit with six stations, 3 days per week for 12 weeks. Training intensity was based on functioning in the eight-repetition maximum (8RM) test for each exercise. The control group included 16 age-, gender-, and BMI-matched adults with DS. Salivary IgA, testosterone, and cortisol levels were measured by ELISA. Work task performance was assessed using the repetitive weighted-box stacking test.
Resistance training significantly increased salivary IgA concentration (P=0.0120; d=0.94) and testosterone levels (P=0.0088; d=1.57) in the exercising group. In addition, it also improved work task performance. No changes were seen in the controls who had not exercised.
In conclusion, a short-term resistance training protocol improved mucosal immunity response as well as salivary testosterone levels in sedentary adults with DS.

The aim of this study was to investigate effects of a 12-week aerobic and resistance exercise on body composition of adolescents with Down syndrome. A Semi-empirical perusal with 41 adolescents with Down syndrome, aged 15.5±2.7 years, divided into three groups: Aerobic Training Group (ATG; n=16), Resisted Training Group (RTG; n=15) and Control Group (CG; n=10). There were two types of training program: aerobic, with intensity of 50-70% of the heart rate reserve 3 times/week, and resisted, with intensity of 12 maximum repetitions 2 times week. Both exercise Programs were applied during a 12-week period. The percentage of fat measurement was carrying out using plethysmography with Bod Pod® materiel. Waist circumference (WC), body weight and height were also measured. Paired t-test was used to compare variables before and after the exercise program. The percentage of body fat did not change significantly for both groups that participated in the exercise Program intervention. Nevertheless, CG showed a significant increase in this variable (31.3±7.2 versus 34.0±7.9). On the other hand, body mass index (BMI) and WC were significantly decrease for ATG (BMI: 27.0±4.4 and 26.5±4.2; WC: 87.3±11.1 and 86.2±9.7), while RTG and GC showed no differences in these variables. The result of the present study indicated that aerobic and resisted exercise programs maintained body fat levels. ATG significantly decrease BMI and WC measures. Persons which didn’t attend the exercise intervention increased their percentage of fat.

This study determined the effect of an integrated exercise program (coach and family) in three children with Down syndrome to Betterment their motor and cognitive capabilities, especially reaction time and working memory. For this purpose, the integrated exercise training program was applied in three children with Down syndrome, containing two boys (M1=with a chronologic age of 10.3 years and a mental age of 4 years; M2= with a chronologic age of 14.6 years and a mental age of less than 4 years) and one girl (F1, chronologic age 14.0 years and a mental age of less than 4 years). Betterments in gross motor capability scores were seen after the training period and Greater Betterments in reaction time test were observed for evaluation parameters. There is a near interrelationship between motor and cognitive areas in subjects with uncommon growth. There is a requirement to design intervention programs based on the synchronous involvement of child and parents and aimed at promoting an active lifestyle in subjects with Down syndrome.