Down Syndrome: Neurobehavioural Specificity - Softcover

Über die Autorin bzw. den Autor

Prof. Jean A. Rondal, University of Liège, Belgium
Prof. Rondal has studied the education of mentally retarded people for over 40 years. He has won multiple awards for his outstanding scientific research at international conferences, and taught at several universities in Europe and North America. He co-founded the European Down Syndrome Association and was president from 1997 to 2000. He is currently a member of the Directorial Board of Down Syndrome International.

Dr. Juan Perera, University of the Balearic Islands, Spain
Dr. Perera has attained worldwide recognition for his conferences, research and publications. A guest lecturer at several European and American universities, he has dedicated himself to isolating, studying and describing specific aspects of Down syndrome. He was president of the World Down Syndrome Congress held in Madrid in 1997. He has also been a member of the Scientific Committee for the last four world congresses and has organised six international symposiums on the different aspects of Down syndrome in Majorca.

Von der hinteren Coverseite

Do children and adults with Down syndrome have a specific developmental profile of strengths, weaknesses and needs on which early intervention, education, and healthcare should be based if they are to be effective? This is the key question asked in this provocative and state-of-the-art review of research. The responses come from leading specialists regarding the various aspects of Down syndrome (genetic, biological, neuropsychological, healthcare, speech and language, cognition, learning, well-being, emotional and social competence, temperament and personality, and family adaptation and parent training).

Experts agree that children with Down syndrome do indeed show a specific developmental profile with strengths in social understanding and visual learning and memory, and more difficulties with motor processes, speech and language, and auditory-vocal short-term memory. It is important that parents, practitioners and teachers know this and adapt interventions and educational approaches to take account of this particular profile.

At a more fundamental level, the behavioural data regarding the specific profile of relative strengths and weaknesses in Down syndrome are being set in correspondence with the growing knowledge on neurogenetic aspects of the syndrome. This prepares the way for a fuller, neurobehavioral account of the condition and of its developmental characteristics.

Aus dem Klappentext

Do children and adults with Down syndrome have a specific developmental profile of strengths, weaknesses and needs on which early intervention, education, and healthcare should be based if they are to be effective? This is the key question asked in this provocative and state-of-the-art review of research. The responses come from leading specialists regarding the various aspects of Down syndrome (genetic, biological, neuropsychological, healthcare, speech and language, cognition, learning, well-being, emotional and social competence, temperament and personality, and family adaptation and parent training).

Experts agree that children with Down syndrome do indeed show a specific developmental profile with strengths in social understanding and visual learning and memory, and more difficulties with motor processes, speech and language, and auditory-vocal short-term memory. It is important that parents, practitioners and teachers know this and adapt interventions and educational approaches to take account of this particular profile.

At a more fundamental level, the behavioural data regarding the specific profile of relative strengths and weaknesses in Down syndrome are being set in correspondence with the growing knowledge on neurogenetic aspects of the syndrome. This prepares the way for a fuller, neurobehavioral account of the condition and of its developmental characteristics.