Body Awareness in Children with Mental Retardation

Autor/inn/en	Simons, Johan; Dedroog, Inge
Titel	Body Awareness in Children with Mental Retardation
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 30 (2009) 6, S.1343-1353 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2009.06.001
Schlagwörter	Mental Retardation; Down Syndrome; Vocabulary Skills; Human Body; Self Concept; Children; Toddlers; Nonverbal Communication; Test Reliability; Test Validity; Gender Differences; Receptive Language; Child Language; Expressive Language + Suchen Sie Ihr Suchwort? Geistige Behinderung; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Aktiver Wortschatz; Menschlicher Körper; Selbstkonzept; Child; Kind; Kinder; Infant; Infants; Toddler; Kleinkind; Non-verbal communication; Nonverbale Kommunikation; Testreliabilität; Testvalidität; Geschlechterkonflikt; Rezeptive Kommunikationsfähigkeit; 'Children''s language'; Kindersprache
Abstract	The body awareness of 124 toddlers with mental retardation and of 124 children developing normally matched to them on age and gender was examined. Twenty-nine of the children with mental retardation were diagnosed as Down syndrome (DS). The "Pointing and Naming" Test of Berges and Lezine [Berges, J., & Lezine, I. (1978). "Test d'imitation de gestes [Imitation test of gestures"] (2nd ed.). Paris: Masson] was used to measure vocabulary skills on body parts. Results indicated that (a) the test used is reliable in terms of internal consistency; (b) children developing normally performed better than children with mental retardation on this test; (c) there were no significant differences in performance on this test between genders for the whole group; (d) children with DS performed as well as children with mental retardation of unknown origin on receptive vocabulary. On expressive vocabulary, they performed worse. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10