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ABSTRACT This chapter describes our current understanding of the cognitive strengths and weaknesses that are associated with Down syndrome. The chapter begins with a discussion of some of the difficulties of establishing cognitive... more
ABSTRACT This chapter describes our current understanding of the cognitive strengths and weaknesses that are associated with Down syndrome. The chapter begins with a discussion of some of the difficulties of establishing cognitive profiles associated with Down syndrome. We then present the research that has investigated cognitive functions in those with Down syndrome and consider the implications of this research for learning and teaching. We conclude with some suggestions regarding the priorities for future research.
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This prospective longitudinal study examined the stability of parent-reported mastery motivation in a sample of individuals with Down syndrome over a 20-year period. Twenty-five parents completed the Dimensions of Mastery Questionnaire... more
This prospective longitudinal study examined the stability of parent-reported mastery motivation in a sample of individuals with Down syndrome over a 20-year period. Twenty-five parents completed the Dimensions of Mastery Questionnaire (DMQ) when their child with Down syndrome was aged 4-6 years. The DMQ was completed again when the children were 11 to 15 years of age. Ten years later, 21 of the parents completed the Dimensions of Adult Mastery Motivation Questionnaire, a recently developed extension of the DMQ for adults. There were strong positive correlations among measures of mastery motivation at the three time points. Parent reports of cognitive task persistence in both early childhood and adolescence were strongly related to persistence, preference for challenge, task absorption and task pleasure in young adulthood, with correlations ranging from .48 to .74 (p values < .05 to .001). In addition, early childhood motor persistence was strongly correlated with three of the fo...
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Motivation is central to children’s learning. Without persistent effort, especially in the face of failure, and an eagerness to engage in challenging tasks, individuals are unlikely to learn as effectively as they might. Because of their... more
Motivation is central to children’s learning. Without persistent effort, especially in the face of failure, and an eagerness to engage in challenging tasks, individuals are unlikely to learn as effectively as they might. Because of their cognitive impairments, children with Down syndrome will almost certainly have difficulties with learning. These difficulties will be ameliorated somewhat by strong engagement with learning activities whereas problems with motivation are likely to further jeopardise their academic progress as well as potentially limiting achievements in other areas of life. In this chapter we begin with a general overview of motivation. Using the framework of mastery motivation, we review the relatively small amount of research about children with Down syndrome. We identify the individual characteristics and features of children’s environments that are likely to be related to lower or higher levels of mastery motivation. In the final section, we consider implications...
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Meredith, PJ ORCiD: 0000-0002-2981-9189The importance of relationship factors in working therapeutically with children has long been acknowledged. Relatedness, i.e. the experience of being connected to and of caring for and being cared... more
Meredith, PJ ORCiD: 0000-0002-2981-9189The importance of relationship factors in working therapeutically with children has long been acknowledged. Relatedness, i.e. the experience of being connected to and of caring for and being cared for by others, is understood to be a basic psychological need in Self-Determination Theory (SDT; Ryan and Deci 2000). In pediatric settings, developing a positive therapeutic relationship can be a more complex undertaking than in settings with only one identified client. Therapists must establish effective working relationships with both parents and children (and sometimes others) who may differ widely in their preferences, priorities and goals, as well as in their ways of interacting with the therapist. Each person’s unique personality and previous experiences will influence their engagement in the therapeutic process with implications for collaborative goal setting. In this chapter, aspects of Relatedness relevant for goal setting will be considered, including the need for therapists to be alert to factors which may support or hinder effective goal setting and attainment
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ABSTRACT Background With the introduction of the National Disability Insurance Scheme (NDIS), creation and implementation of participants’ plans are becoming a research focus. As many families facilitate the implementation of plans, it is... more
ABSTRACT Background With the introduction of the National Disability Insurance Scheme (NDIS), creation and implementation of participants’ plans are becoming a research focus. As many families facilitate the implementation of plans, it is important to understand the enablers and barriers to this process. Method This study investigated the experiences of 20 family groups with adult participants with intellectual disability as they implemented their NDIS plans. Data were collected through semi-structured interviews and analysed qualitatively. Results Results are reported in themes of increased opportunities, navigating bureaucracy, building partnerships and impact on families. Conclusions Implementing NDIS plans was complex. Funding was appreciated and enabled some adults to work towards their goals. Bureaucracy and the availability of suitable services and support workers were seen to be barriers. Further investigation about how families balance multiple roles as they work with their adult during planning and implementation is needed. Evaluations of the NDIS should include family experiences.
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Curriculum decisions about what mathematics should be taught to students with Down syndrome in secondary school are often based on utilitarian goals and assessments of current attainment. We report in this paper on the effect of an... more
Curriculum decisions about what mathematics should be taught to students with Down syndrome in secondary school are often based on utilitarian goals and assessments of current attainment. We report in this paper on the effect of an alternative approach - adjusting the standard mathematics curriculum for the year level - on students’ affective responses. Using three vignettes and the Educational Quality of Life framework we draw out implications for curriculum design for learners with Down syndrome, and more broadly, those with intellectual disability. We conclude by arguing for factoring in the impact on the affective domain of teaching the year-level mathematics curriculum, adjusted as required.
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Utilising a comparison research design of mothers involved in fostering (N = 28) and their peers (N = 28), the major findings were that within the fostering group, those who had been fostering the longest had the lowest sense of efficacy,... more
Utilising a comparison research design of mothers involved in fostering (N = 28) and their peers (N = 28), the major findings were that within the fostering group, those who had been fostering the longest had the lowest sense of efficacy, reflecting that the experience of providing foster care eroded parents' sense of their own skill. In terms of attachment to the children, the data suggested that foster carers may resist becoming too close to the children in their care in order to limit the emotional cost of subsequent separation. Importantly, there was no significant correlation between the length of time in providing foster care and marital satisfaction, which supports the notion that providing foster care does not, in itself, cause marital stress. While formal support services were more utilised by foster carers there was some indication that this group is not well integrated into the broader community. Collectively, these findings demonstrate that over the long-term providi...
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Aim: Individuals with Down syndrome tend to have difficulties that restrict their capacity for independent living in adulthood. This 20 year prospective longitudinal study investigated the trajectory of individual (mastery motivation and... more
Aim: Individuals with Down syndrome tend to have difficulties that restrict their capacity for independent living in adulthood. This 20 year prospective longitudinal study investigated the trajectory of individual (mastery motivation and self-regulation) and contextual (maternal support for autonomy) characteristics, and their predictive associations with measures of adult functioning...
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ABSTRACT Background: The study reported here investigated the views of staff who worked with adults with intellectual disability regarding the likely future of such adults. Method: Staff were provided with a short vignette portraying an... more
ABSTRACT Background: The study reported here investigated the views of staff who worked with adults with intellectual disability regarding the likely future of such adults. Method: Staff were provided with a short vignette portraying an adult with intellectual disability and asked to describe that individual’s future in five years and then to indicate the likelihood of the individual’s participation in aspects of adult life reflecting life as typically experienced by age peers in the general population. Results: Responses suggested that staff did not expect the adults with intellectual disability to have the same experiences as their peers, although responses to direct questions about participation were more positive than those to the vignette. Conclusions: While choice was seen to be an important determinant of future activity by some staff, others did not see the individual with intellectual disability having a great deal of agency in determining the direction of their life.
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Many teachers are sporadic in using evidencebased practice (EBP) concerning students with autism spectrum disorder (ASD). Numerous reasons have been posited for this. However, no single study has worked to understand the relative... more
Many teachers are sporadic in using evidencebased practice (EBP) concerning students with autism spectrum disorder (ASD). Numerous reasons have been posited for this. However, no single study has worked to understand the relative importance of identified criteria in the EBP decision-making processes of teachers. Through the development of a new survey tool, the Evidence-Based Practice Innovation Survey (EBPIAS), an exploration of the decision-making process of Australian teachers in their adoption and cessation of EBP was undertaken. Teachers rated the perception that an EBP would meet the needs of their students as the most important criteria in determining their use of EBP. Conversely, the judgement that an EBP did not meet the needs of their student was the most important criteria in their decision to cease use. In comparing the relevant importance of identified criteria, teachers rated the perception of training as the second-lowest consideration in their decision to adopt and cease using EBP. Consequently, there may need to be greater promotion of, or information concerning, the training required by teachers for effective implementation supporting a more balanced and holistic approach in assessing criteria impacting the adoption of EBP by teachers in the first instance, potentially lowering cessation rates.
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This chapter discusses the influences that siblings may have on developmental outcomes of children with Down syndrome including those related to cognition, language, self-regulation, social-emotional functioning, and identity formation.... more
This chapter discusses the influences that siblings may have on developmental outcomes of children with Down syndrome including those related to cognition, language, self-regulation, social-emotional functioning, and identity formation. As there is very little research available that addresses sibling influences on individuals with Down syndrome, the literature related to sibling influence within sibships comprising typically developing children has been used to provide a starting point to the discussion. The influential roles of siblings may include teacher; model and social referent; friend and foe; contrast; and advocate, protector, and caregiver. The quality of the sibling relationship may also influence developmental outcomes. The few investigations that have been conducted suggest that siblings make an important contribution to developmental outcomes for individuals with Down syndrome. In conclusion, directions for future research are discussed.
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Schools are central to the life of students and to their parents, and this is so whether or not the child has a disability (Mann, Moni, & Cuskelly, 2016). Burke, Rios, and Aleman-Tovar (2020) are right to argue that more attention... more
Schools are central to the life of students and to their parents, and this is so whether or not the child has a disability (Mann, Moni, & Cuskelly, 2016). Burke, Rios, and Aleman-Tovar (2020) are right to argue that more attention should be paid to the parent–school relationship as it has the potential to add to or ameliorate the stressors often associated with having a child with a disability (e.g., Patton, Ware, McPherson, Emerson, & Lennox, 2018). While some research on the roles of schools as supports or stressors, or both, of families has been conducted, there is a relatively little that has focused on parents of a child with a disability.
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Sixty preschool teachers and 75 final year student teachers completed a questionnaire about the importance of a number of child characteristics for school readiness. Significant differences emerged between the two groups in the importance... more
Sixty preschool teachers and 75 final year student teachers completed a questionnaire about the importance of a number of child characteristics for school readiness. Significant differences emerged between the two groups in the importance placed on most characteristics, with considerable variance within each group. Teachers were more likely than students to see retention in preschool as a useful option. Personal experience was reported to be a significant influence on teachers' and students' views.
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This 20-year prospective longitudinal study focuses on the contribution of mastery motivation and self-regulation to adult outcomes for individuals with Down syndrome. In earlier phases of the research, 25 participants completed measures... more
This 20-year prospective longitudinal study focuses on the contribution of mastery motivation and self-regulation to adult outcomes for individuals with Down syndrome. In earlier phases of the research, 25 participants completed measures of cognitive ability, mastery motivation and self-regulation in childhood (4 to 6 years) and adolescence (11 to 15 years). In the adult phase reported here, self-determination and adaptive behavior were assessed in 21 of the original participants at age 23 to 26 years. Mastery motivation and self-regulation made unique contributions to adult outcomes, over and above the effects of cognitive ability. The findings provide powerful evidence about the important role of child and adolescent mastery motivation and self-regulation for the adult lives of individuals with Down syndrome.
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Front-line managers play an important role in managing the performance of staff working in services for people with intellectual disability, but little is known about the practices they prefer to use to improve staff performance and... more
Front-line managers play an important role in managing the performance of staff working in services for people with intellectual disability, but little is known about the practices they prefer to use to improve staff performance and whether these align with what research has shown to be effective. This study comprised two phases. First, the present authors tested the validity and reliability of a short questionnaire designed to evaluate managers&amp;amp;#39; preferences for performance improvement practices. Then, the present authors collected and analysed responses from 175 managers working in disability services in Queensland, Australia. The questionnaire demonstrated good content validity, concurrent validity and test-retest reliability. The participants believed strategies related to changing employee individual characteristics to be more effective than strategies aimed at improving environmental factors. This study provides important considerations regarding the professional development needs of front-line managers working in organizations that provide services to people with intellectual disability.
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Research Interests: Psychology and Cx
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ABSTRACT The aim of this conceptual article is to consider the available literature regarding associations between cultural values and parenting in Indonesian society. Research focusing on parenting in the Indonesian context is limited,... more
ABSTRACT The aim of this conceptual article is to consider the available literature regarding associations between cultural values and parenting in Indonesian society. Research focusing on parenting in the Indonesian context is limited, although there are extensive studies regarding parenting and its implications for child development in Western cultures. Indonesia is one of the most heavily populated and culturally diverse countries in the world, with more than 200 ethnicities represented. Because cultural values are likely to influence Indonesian parenting and, therefore, child development, there is a need to understand the ways in which Indonesian traditional cultural values influence parenting style. In this article the small amount of literature regarding parenting specifically in Indonesian culture is overviewed. The key outcome of this article is to highlight the need to better understand how cultural values influence parenting in Indonesia and, in turn, how these influence child outcomes, particularly under conditions of some cultural change. Recommendations for future research regarding associations between Indonesian cultural values and parenting are provided to stimulate more empirical attention to this area to support Indonesia’s adaptation to the modern global environment.
Research Interests: Sociology, Psychology, Values, Parenting, Culture, and 4 moreIndonesia, Indonesian, Marriage and Family, and Traditional
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In Australia there are more than 20,000 young people in the care of the state and the majority of these individuals are in foster care due to previous maltreatment or neglect. Across Australia the number of children in care has been... more
In Australia there are more than 20,000 young people in the care of the state and the majority of these individuals are in foster care due to previous maltreatment or neglect. Across Australia the number of children in care has been steadily increasing and children in foster care represent a diverse, vulnerable, and at times challenging cohort of students in schools. Traditionally, the research literature has concentrated on children in foster care from a social work perspective. In contrast, this paper investigates this cohort of young people from a developmental and educational perspective and reviews procedures and strategies teachers can consider that facilitate the inclusion of these individuals into the classroom. These strategies are identified under the four broad headings of: relocation issues; protection issues; classroom climate and friendship enhancement issues; and programming suggestions.
Research Interests: Publishing, Foster Care, Friendship, Medicine, Academic research, and 3 moreCommissioning, Cohort, and Neglect
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ABSTRACT
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Disability affects a large number of individual Australians, their families and their communities. In 2003 there were 166,700 children below the age of 14 years with ‘severe or profound core activity restrictions’. Severe and profound... more
Disability affects a large number of individual Australians, their families and their communities. In 2003 there were 166,700 children below the age of 14 years with ‘severe or profound core activity restrictions’. Severe and profound core activity restrictions are labels used by the Australian Bureau of Statistics to refer to those individuals who sometimes (severe) or always (profound) need help with a core activity (self-care, mobility and communication), this may include people with intellectual, physical and sensory disabilities. Consistent with the focus of this book, this chapter examines aspects of the development of people with disabilities in the context of their families and communities
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The development of the capacity for self-regulation represents a major achievement of childhood that is associated with social, behavioural and academic competence. Most research has focused on self-regulated academic learning in... more
The development of the capacity for self-regulation represents a major achievement of childhood that is associated with social, behavioural and academic competence. Most research has focused on self-regulated academic learning in school-aged children and adolescents, neglecting developmental aspects of self-regulation. This paper reports a longitudinal study of 44 children from early to middle childhood. At age 2, the Goodman Lock Box provided information about the extent to which children’s approaches were systematic and planful, as opposed to random, impulsive and disorganised. The same measure was used in a modified form at age 8, and two additional measures of planning and self-control were added: the Porteus Maze Test and the Grocery Shopping Task. At both ages, Lock Box competence was related to planfulness, and there was a significant correlation of Lock Box competence across the two ages. However, the various measures of self-regulation were unrelated. Several measurement is...
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This paper presents the findings from one part of a participatory research investigation about the literacy strategies used by three young adults with intellectual disability in their everyday community environments. Using data collected... more
This paper presents the findings from one part of a participatory research investigation about the literacy strategies used by three young adults with intellectual disability in their everyday community environments. Using data collected through video recording, prompting and think-alouds, information was collected about the range of literacy events that the research partners engaged with and the strategies that they used to negotiate these events. Findings revealed that these young adults engage in literacy in their everyday lives using literacy strategies that are multiple and varied and which draw on learned school-based and context specific strategies. Visual texts enabled more effective construction of meaning. Multiple context specific examples are provided to create a snapshot of how these young adults use literacy in their everyday community environments that broadens our knowledge and understanding of the types of literacy events and strategies that they engage with.